THE  LIBRARY  OF  THE 

UNIVERSITY  OF 

NORTH  CAROLINA 


THE  COLLECTION  OF 
NORTH  CAROLINIANA 

PRESENTED  BY 

Charles  W.  Broadf oot 


C370.9 
C77b 
v.l 
c.ll 


This  book  is  due  on  the  last  date  stamped 
below  unless  recalled  sooner.    It  may  be 
renewed  only  once  and  must  be  brought  to 
the  North  Carolina  Collection  for  renewal. 


Digitized  by  the  Internet  Archive 

in  2012  with  funding  from 

University  of  North  Carolina  at  Chapel  Hill 


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PUBLICATIONS 

OF  THE 

NORTH  CAROLINA  HISTORICAL  COMMISSION 


The 

Beginnings  of  Public  Education 

in  North  Carolina 


A  DOCUMENTARY  HISTORY 

1790-1840 


-BY 

CHARLES  L.  COON 


VOLUME  I 


RALEIGH 

Edwards  &  Broughton  Printing  Company 

1908 


THE  NORTH  CAROLINA  HISTORICAL  COMMISSION 


J.  BRYAN  GRIMES,  Chairman 
W.  J.  PEELE  THOMAS  W.  BLOUNT 

D.  H.  HILL  M.  C.  S.   NOBLE 


R.  D.  W.  CONNOR,  Secretary 


Copyright  1908  by  The  North  Carolina  Historical  Commission. 


Chronological  Table  of  Contents. 


VOLUME  I. 

1744. — Free  School  in  Beaufort:  James  Winwright's  Will. 

1759.— Free  School  in  New  Hanover:  James  Innes'  Will. 

1791.— Civil  List  for  1791. 

1795. — Rev.  John  Alexander's  Will. 

1798.— Warrenton  Academy  Asks  State  Aid. 

David  Caldwell  Asks  for  Exemption  of  His  Students  from  Military  Duty. 
1800. — Census  North  Carolina  Counties. 

Educational  Conditions. 
1801. — -Raleigh  Asks  State  Aid  to  Establish  Academy. 

Newbern  Academy  Asks  State  Aid. 
1802. — Gov.  Williams'  Message  on  Education. 

Joseph  Graham's  Plan  for  Military  Academy. 
1803. — Gov.  Turner's  Message  on  Education. 

Dudley's  Bill  to  Encourage  Academies. 

O'Farrell's  Bill  to  Establish  Academies  in  Each  County. 
1804. — Gov.  Turner's  Message  on  Education. 

"Sentinel"  on  Extravagance. 
1805. — Gov.  Turner's  Message  on  Education. 
1806. — Gov.  Alexander's  Message  on  Education.  * 

1807. — Gov.  Alexander's  Message  on  Education. 
1808. — Gov.  Williams'  Message  on  Education. 
1809. — Gov.  Stone's  Message  on  Education. 
1810. — Gov.  Stone's  Message  on  Education. 

Education  in  Caswell  County. 

Education  in  Edgecombe  County. 

Education  in  North  Carolina. 
1811. — Gov.  Smith's  Message  on  Education. 
1812. — Gov.  Hawkins'  Message  on  Education. 

The  New  Bern  Charitable  Society. 

Treasury  Receipts  and  Expenditures. 
1813.— Miles  Benton's  Free  School. 

The  Wayne  County  Free  School. 

Fayetteville  Orphan  Asylum. 
1814.— The  Dixon  Charity  Fund. 
1815. — Gov.  Miller's  Message  on  Education. 

Assembly  Committees  on  Education. 
1816. — Gov.  Miller's  Message  on  Education. 

Assembly  Committees  on  Education. 

Murphey's  Report  on  Education, 
q^  Gov.  Miller  on  Emigration. 

C\-}  Lottery  for  Fayetteville  Academy  Refused.      I  / 

^  The  Griffin  Free  School  1816—1840. 


6J 


iv  Table  of   Contexts. 

1817. — Gov.  Miller's  Message  on  Education. 

Assembly  Committees  on  Education. 

Murphey's  Report  on  Education. 

Walker's  Report  on  Education. 

Murphey's  Bill  to  Diffuse  Knowledge. 

Female  Benevolent  Society  of  Wilmington. 

Lottery  for  Smithville  Academy  Refused. 
1818. — Gov.  Branch's  Message  on  Education. 

Assembly  Committees  on  Education. 

Martin's  Bill  to  Establish  Schools. 

*■ Slaves  May  Be  Taught  to  Read  or  Write. 

1819. — Goat.  Branch's  Message  on  Education. 

Assembly  Committees  on  Education. 

Some  System  of  Public  Education  Urged. 

Education  Report  of  1819. 
1820. — Population  of  the  Principal  Towns. 
1821. — Incorporation  of  a  Baptist  Church  Refused. 
1822. — Gov.  Holmes'  Message  on  Education. 

Assembly  Committees  on  Education. 

Proposed  Subsidy  for  Academies. 

Teachers  and  Students  Must  Perform  Public  Duties. 

Approrpiation  of  Public  Lands  for  Education. 

Work  of  Raleigh  Female  Benevolent  Society. 
1S23. — Gov.  Holmes'  Message  on  Education. 

Assembly  Committees  on  Education. 

Hill's  Resolution  on  Establishing  Schools. 

The  Legislature  Urged  to  Establish  Common  Schools. 
1824. — Gov.  Holmes'  Message  on  Education. 

Hill's  School  Fund  Bill. 

Senate  Committee  Report  on  Education. 

Ashe's  Bill  for  Educating  the  Youth  of  the  Poor. 

Committee  on  Plan  of  Education. 

Haywood's  Plan  to  Create  a  Literary  Fund. 

Haywood's  Flan  Approved  by  Western  Carolinian. 

Review  of  Other  School  Systems;  North  Carolina  Urged  to  Establish  Schools. 

An  Edgecombe  Appeal  for  Free  Schools. 
1825. — Raleigh  Register  on  "Education  of  the  Poor." 

"P.  S."  on  Education. 

Judge  Gaston's  4th  of  July  Toast. 

The  Raleigh  Register  on  Necessity  of  Education. 

Proposed  History  by  Judge  Murphey. 

Gov.  Burton's  Message  on  Education. 

Assembly  Committees  on  Education. 

Assembly  Resolutions  on  Education. 

Education  Report  of  1825. 

Attempt  to  Raise  School  Fund  by  Lottery. 

The  Literary  Fund  Law. 


Table  of  Cox  tents.  v 

1S25. — Memorial  of  Orange  Sunday  School  Union. 

Lottery  for  Publication  of  X.  C.  History. 

Attempted  Legislation. 

Lotteries  for  Academies  Refused. 
1826. — Comment  on  School  Law  of  1825. 

Manumission,  by  Raleigh  Register. 

Gov.  Burton's  Message  on  Education. 

Assembly  Committees  on  Education. 

Proposed  Lottery  for  Public  Schools. 

Lottery    for    Increase     Literary    Fund     and     Publication    of    Xorth    Carolina 
History. 

Potter's  Political  College  Bill. 

Potter's  Speech  on  His  Political  College  Bill. 

Discussion  of  the  Morality  of  Lotteries. 

Failure   of   Bill  to   Encourage   Sunday  Schools. 

Failure  of  Attempt  to  Increase  Literary  Fund. 

Failure  Statistical  Information  Bill. 

Failure  of  Bill  to  Prohibit  Teaching  Colored  Apprentices. 

Organization  of  Literary  Board. 

First  Report  of  Literary  Board  to  Legislature  1826-7. 

Lotteries  for  Academies  Refused. 
1827. — Proceedings  Literary  Board. 

"Upton"  on  Education. 

Causes  of  Emigration. 

Gov.  Burton's  Message  on  Education. 

Assembly  Committees  on  Education. 

Legislative  Inquiry  into  Condition  of  Literary  Fund. 

Smith's  Bill  to  Repeal  Literary  Fund  Law  1825. 

Drake's  Bill  to  Repeal  Literary  Fund  Law  1825. 

Literary  Fund  Clerk  Bill  Rejected. 

Report  on  Literary  Fund  Repeal  Bill. 

Deaf  and  Dumb  Institution  Incorporated. 

Second  Report  Literary  Board. 

Spirit  of  Economy  and  Individualism. 
1828.— Plan  for  the  Education  of  Teachers. 

Gov.  Iredell's  Message  on  Education. 

Internal  Improvements  Remedy  for  Emigration. 

Third  Report  of  the  Literary  Board. 

Domestic  Industry  and  Economy. 

Assembly  Committees  on  Education. 

Senator  McFarland's  Bill  to  Educate  Poor  Children. 

House  Resolutions  on  Education. 

House  Report  on  Education. 

Proceedings  of  Literary  Board. 
1829. — X's  Open  Letter  Against  Schools  and  Internal  Improvements. 

Dr.  Caldwell  on  Opposition  to  Taxation. 

Gov.  Owens'  Message  on  Education. 


vi  Table  of  Contents. 

1829.— Kinney's  "Plan  of  Public  Schools." 

Committees  on  Education. 

McFarland's  Bill  to  Educate  Poor  Children. 

Loan  Asked  for  Edenton  Academy. 

What  Other  States  Are  Doing  for  Common  Schools. 

Neglect  of  the  Public  Library. 
1830. — A  Teachers'  Association  Suggested. 

The  Establishment  of  Schools  Urged. 

North  Carolina  Urged  to  Follow  Tennessee  in  School  Legislation. 

Gov.  Owens'  Message  on  Education. 

Assembly  Committees  on  Education. 

McFarland's  Bill  to  Educate  Poor  Children. 

Assembly  Resolutions  on  Education. 

Inexpedient  to  Appropriate  School  Fund. 

McFarland's  Bill  to  Increase  Literary  Fund. 

Monk's  Bill  to  Increase  the  Literary  Fund. 

Loan  Asked  for  Oxford  Academy. 

Bill  to  Collect  School  Statistics. 

Literary  Fund  Receipts  1830. 

Disbursements  State  Treasury  1830. 
^^^^-—Slaves  Must  Not  Be  Taught  to  Read  and  Write. 

Census  of  North  Carolina. 
1831. — Gov.  Stokes'  Message  on  Education. 

Assembly  Committees  on  Education. 

McFarland's  Resolution  on  Schools  and  Literary  Fund. 

Taxation  for  Free  School  in  Johnston  County. 

Literary  Fund  Receipts. 

Slavery  and  Education. 

A  Cruel  Punishment  Abolished. 

History  of  the  First  Teachers'  Association. 

Plan  of  Schools  by  "People's  Friend." 

Deaf  and  Dumb  Asylum. 

Necessity  for  Schools. 

Lottery  for  Publication  of  N.  C.  History  Refused. 

VOLUME  II. 

1832. — Assembly  Committees  on  Education. 
Central  Normal  School  Proposed. 

Teachers  and  Students  Not  Exempt  from  Militia  Duty. 
Ralph  Freeman  Must  Not  Preach. 
Slaves  Must  Not  Preach  in  Public. 
Receipts  of  Literary  Fund. 
Use  of  Literary  Fund  by  State. 
Expenses  of  the  State  Government  1810-1832. 
Caldwell  Letters  on  Popular  Education. 


Table  of   Coxteistts.  vii 

1833.— Causes  Which  Retard  Schools. 

The  Cause  of  Emigration. 

Valuation  of  Property  and  Taxes  Assessed  1833. 

Cost  of  Public  Printing  1814-1833. 

Stock  in  Banks  Owned  By  Literary  Fund. 

Use  of  Literary  Fund. 

Valuation  of  Property  and  Taxation  1815  and  1833. 

Social  and  Economic  Conditions. 

Eeport  of  Literary  Board. 

Gov.  Swain's  Message  on  Education. 

Why  Schools  Were  Not  Established. 

Assembly  Committees  on  Education. 

Report  and  Resolution  of  Committee  on  Education. 

Objection  to  Chartering  Denominational  Schools. 

"Old  Field"  on  the  Necessity  for  Schools. 
1834. — Taxation  and  Revenue  System. 

Friends  Ask  for  Repeal  of  Certain  Slavery  Laws. 

Johnston  County  Free  School  Law  Repealed. 

Assembly  Committees  on  Education. 

Assembly  Resolutions  on  Education. 

House  Report  on  Education. 

Proceedings  of  Literary  Board. 

Report  of  Literary  Board. 

McQueen's  Education  Bill. 

The  Standard's  Comment  on  McQueen's  Bill. 

The  Star  on  Free  Schools. 
1835. — The  Xew  Constitution  Should  Provide  for  Public  Schools. 

Gov.  Swain's  Message  on  Education. 

Assembly  Committees  on  Education. 

Report  of  Literary  Board. 

The  Use  Made  of  Literary  Fund  1835. 

Proceedings  of  Literary  Board. 

Charter  for  N.  C.  Bible  Society  Refused. 
1836-7. — Gov.  Spaight's  Message  on  Education. 

Assembly  Committees  on  Education. 

Donaldson  Academy  Asks  State  Aid. 

Assembly  Resolutions  on  Education. 

Literary  Fund:    Receipts. 

Legislation  on  Swamp  Lands  and  Literary  Fund. 

Proceedings  of  the  Literary  Board. 

Citizens  of  Fayetteville  on  Economic  Conditions. 

Receipts,  Disposition  and  Investment  of  the  Surplus  Revenue. 

Educational  Conditions  1836. 
1838-9. — Popular  Education:    A  Sermon. 

The  Legislature  Ought  to  Establish  Schools. 

Gov.  Dudley's  Message  on  Education. 

Assemblv  Committees  on  Literarv  Fund  and  Education. 


,\iii  Table  of   Contexts. 

1838-9. — Assembly  Resolutions  on  Education. 

Report  of  Literary  Board  on  Common  Schools. 

Report  on  Literary  Fund. 

Report  of  Committee  on  Education. 

Mr.  Cherry's  Original  Bill. 

Mr.  Hill's  Original  Bill. 

House  Bill  Reported  from  Committee  of  the  Whole. 

Conference  Bill  and  Conference  Report. 

Newspaper  Comment  on  School  Bills. 

The  Educational  Campaign  of  1839. 

Members  Legislature  by  Counties. 

Literary  Board  1827-1839. 

Proceedings  of  Literary  Board  1838  and  1839. 


THE  BEGIJDJIJVGS  OF  PUBLIC  EDUCATION,  1790-1840. 

One  of  the  most  interesting  chapters  in  North  Caro-  introductory  note 
lina  history  is  the  fifty  years'  agitation  which  preceded  the 
enactment  of  the  first  public  school  law.  These  two  vol- 
umes are  the  result  of  a  desire  to  put  the  story  of  that 
agitation  and  the  educational  ideals  of  the  people  of  that 
day  in  convenient  form  for  the  use  of  students  of  our  social 
and  economic  history. 

Much  of  the  material  herein  brought  together  has  never 
before  been  published,  or,  if  published,  has  remained  in- 
accessible to  all  except  a  very  few.  This  material  is  prac- 
tically complete.  The  documents  are  printed  as  they  were 
written,  mistakes  and  all.  Whenever  a  paper  could  not 
be  found,  there  is  a  note  telling  as  much. 

In  the  summary  which  follows,  I  have  tried  to  put  in 
concise  form  what  I  conceive  to  be  the  meaning  and  the 
substance  of  the  documents.  It  is  my  hope  that  this  sum- 
mary may  not  prove  wholly  uninteresting  to  the  general 
reader,  and  that  it  may  call  the  attention  of  students  to  the 
importance  of  this  phase  of  North  Carolina  history. 

I.    Educational  and  Economic  Conditions. 

In  1T90,  North  Carolina  was  the  third  State  of  the  Population  1790 

'  -and  1840;  expenses 

Union  in  population,  having  at  that  time  a  total  popula-  °f state  govern  - 
tion  of  393,751,  of  which  73.2  per  cent  was  white.  In 
1840,  the  State  had  fallen  to  seventh  in  population,  having 
then  a  population  of  753,419,  of  which  64.4  per  cent  was 
white.  In  1790,  the  total  expenses  of  the  State  govern- 
ment were  only  $41,480,  and  $24,000  of  that  sum  was 
the  cost  of  the  legislature.  As  late  as  1835,  the  actual 
expenses  of  the  State  government  were  a  little  less  than 
$87,000  and  the  legislature  cost  $40,000.  Governor  Swain,1  Narrow  bounds  of 

0  '  legislation. 

in  his  message  to  the  legislature  of  1833,  said  that  "the 
apathy  which  has  pervaded  the  legislation  of  half  a  een- 

1  P.  652. 


Editor's  Introduction. 


Educational  con- 
ditions in  1835. 


An  excuse  for 
these  conditions. 


A  prophecy  as  to 
what  historians 
will  say  ol  the 
legislation  of  this 
period. 


North  Carolina 
three  centuries 
behind  in  educa- 
tion and  other 
improvements ; 
causes  stated  by 
President  Caldwell 


tury  is  most  strikingly  exhibited  by  the  fact  that  the  mere 
expenses  of  the  General  Assembly  have  ordinarily  ex- 
ceeded the  aggregate  expenditures  of  all  other  departments 
of  the  government,  united  to  the  appropriations  which 
have  been  made,  for  the  purpose  of  Internal  Improve- 
ment" ;  and  added,  "that  government  can  not  be  wisely 
administered,  where  those  who  direct  the  expenditure  of 
the  public  treasure,  receive  more  for  this  service  than  the 
amount  of  their  disbursements."  Two  years  later  he  la- 
mented the  fact  that  there  was  then  but  one  college  in  the 
State,  but  few  respectable  academies,  and  that  there  was 
no  adequate  provision  "to  diffuse  even  the  elementary  prin- 
ciples of  education  among  the  poor" ;  also  that  there  was 
then  not  a  single  work  of  internal  improvement  in  prog- 
ress. The  amiable  governor  excused  this  dark  picture 
somewhat  by  saying  that  the  legislation  of  the  general  gov- 
ernment had  always  been  unfavorable  to  North  Carolina, 
especially  mentioning  the  land  laws  and  the  tariff.1  But 
he  could  not  conclude  his  last  message  to  the  General  As- 
sembly without  telling  it  again  that  it  spent  too  much  on 
itself  and  without  adding  a  paragraph2  declaring  that  "the 
history  of  our  State  Legislation  during  the  first  half  cen- 
tury of  our  political  existence,  will  exhibit  little  more  to 
posterity  than  the  annual  imposition  of  taxes  amounting  to 
less  than  a  hundred  thousand  dollars,  one-half  of  which 
constituted  the  reward  of  the  legislative  bodies  by  which 
they  were  levied,  while  the  remainder  was  applied  to  sus- 
tain the  train  of  officers  who  superintend  the  machinery 
of  government.  The  establishment  of  schools  for  the  con- 
venient instruction  of  youth,  and  the  development  and  im- 
provement of  our  internal  resources  by  means  beyond  the 
reach  of  individual  enterprise,  will  seem  scarcely  to  have 
been  regarded  as  proper  objects  of  legislative  concern." 

In  1829,  Dr.  Joseph  Caldwell,  in  his  address3  to  the 
Internal    Improvement   Convention    at   Raleigh,    declared 


P.  713. 


8  P.  714. 


s  P.  434. 


Editor's  Introduction.  xi 

that  North  Carolina  was  three  centuries  behind  in  public 
improvements  and  education,  and  attributed  this  condition 
largely  to  the  widespread  and  fatal  delusion  that  taxation 
for  such  purposes  was  considered  contrary  to  a  republican 
form  of  government.  There  can  be  no  doubt  that  the  domi- 
nant sentiment  made  it  well-nigh  impossible,  during  this 
period,  to  carry  through  legislation  on  any  subject  not 
connected  with  the  bare  preservation  of  life,  liberty,  and 
property.  This  individualistic  policy  which  paralyzed  all 
efforts  to  establish  schools  and  begin  a  comprehensive  sys- 
tem of  internal  improvements  seems  to  have  been  the  out- 
growth of  sparse  population  and  what  Dr.  Caldwell  called 
the  fatal  delusion  that  taxation  was  contrary  to  a  republi- 
can form  of  government.  But  whatever  the  cause  of  it, 
the  people  of  eastern  North  Carolina  were  unacquainted 
with  those  of  the  west.  Unfortunate  sectional  jealousies 
were  kept  alive  by  lack  of  the  means  of  communicatiou 
between  the  sections,  while  commerce  and  trade  languished 
and  the  masses  of  the  people  remained  poor  and  ignorant, 
ready  to  oppose  internal  improvements  and  State  aid  to 
education  as  leading  to  aristocracy  and  taking  the  position 
that  plain  farmers  and  mechanics  needed  no  education.1 

These  documents  give,  in  many  places,  glimpses  of  the  ^^YLLiDar-  I 
actual  educational  condition  of  the  masses  of  the  people.  ticular.statements- 
As  early  as  1810,  Jeremiah  Battle  wrote  that  not  more 
than  one-third  of  the  women  in  Edgecombe  County  could 
write  their  names.2  In  1823,  the  Western  Carolinian  de- 
clared that  the  people  at  large  were  deplorably  deficient 
in  the  rudiments  of  education.3  In  1824,  an  Edgecombe 
correspondent  of  the  RaleigJi  Register  speaks  of  the  lack  of 
knowledge  among  the  country  people.4  The  next  year,  a 
Lincolnton  writer,5  in  the  Western  Carolinian,  says  that 
"the  dullness  and  incapacity  which  is  permitted  to  enter 
our  legislative  hall,  and  disgrace  us  even  in  the  national 
representation,  and  our  former  tame  subserviency  to  the 

1  P.  431.         2  P.  70.         :!  P.  215.         4  P.  244.         3  P.  252. 


Xll 


Editok's  Introduction. 


Governor  Owen  on 
educational  and 
economic  condi- 
tions. 


President  Caldwell 
on  our  social 
conditions. 


Teaching  held  in 
contempt;  Cald- 
well's description 
of  the  North  Caro- 
lina schoolmaster. 


interests  of  another  State,  evince  most  unequivocally  the 
mental  debasement  of  a  large  portion  of  onr  population." 
In  1830,  Governor  Owen  said  that  we  were  behind  other 
States  and  that  our  so-called  policy  of  economy  had  kept  the 
poor  in  ignorance  and  the  State  in  poverty.1  The  same  view 
of  the  situation  was  expressed  by  Upton  in  the  Fayettevilh 
Observer ,  when  he  said  that  our  penny-saving  legislators 
had  doomed  the  people  to  ignorance.2  In  1832,  Dr.  Joseph 
Caldwell,  in  his  letters  on  popular  education,  said  that  the 
people  had  long  resisted  any  change  in  routine  legislation ; 
that  there  was  great  aversion  to  taxation  beyond  the  mere 
necessities  of  the  government ;  that  the  people  lacked  com- 
mercial opportunities ;  that  money  was  scarce  and  the  mar- 
kets of  the  world  were  far  away ;  that  a  large  part  of  the 
people  looked  with  indifference  upon  education,  while  many 
boasted  of  their  ignorance  of  letters.3  In  comparison  with 
other  occupations,  teaching  was  regarded  with  contempt.1 
The  same  authority  described  the  North  Carolina  school- 
master by  saying :  "Is  a  man  constitutionally  and  habitu- 
ally indolent,  a  burden  upon  all  from  whom  he  can  extract 
a  support  ?  Then  there  is  one  way  of  shaking  him  off, 
let  us  make  him  a  schoolmaster.  To  teach  a  school  is,  in 
the  opinion  of  many,  little  else  than  sitting  still  and  doing 
nothing.  Has  any  man  wasted  all  his  property,  or  ended 
in  debt  by  indiscretion  and  misconduct  ?  The  business  of 
school  keeping  stands  wide  open  for  his  reception,  and  here 
he  sinks  to  the  bottom,  for  want  of  capacity  to  support 
himself.  Has  any  one  ruined  himself,  and  done  all  he 
could  to  corrupt  others,  by  dissipation,  drinking,  seduction, 
and  a  course  of  irregularities  ?  Nay,  has  he  returned 
from  a  prison  after  an  ignominious  atonement  for  some 
violation  of  the  laws  ?  He  is  destitute  of  character  and 
can  not  be  trusted,  but  presently  he  opens  a  school  and  the 
children  are  seen  nocking  into  it,  for  if  he  is  willing  to 
act  in  that  capacity,  we  shall  all  admit  that  as  he  can  read 


1  P.  458. 


3  P.  356. 


3  P.  545. 


P.  560. 


Editor's  Introduction.  xiii 

and  write,  and  cypher  to  the  square  root,  he  will  make  an 

excellent  school  master."     And  again,  he  says  that  "in  our  scarcely  any  one, 

,  T  p  iij.-  j_  xi-        except  "an  idiot, 

present  mode  01  popular  education,  we  act  upon  the  prm-  not  incompetent 
ciple  that  school-keeping  is  a  business  to  which  scarcely 
any  one  but  an  idiot  is  incompetent,  if  he  only  knows 
reading,  writing  and  arithmetic.  If  in  almost  every  vicin- 
age there  happens  to  be  one  or  a  few  who  have  more  cor- 
rect opinions,  the  numbers  who  think  otherwise  carry  it 
over  their  heads,  and  our  primary  schools  are  kept  sunk 
down  to  the  lowest  point  of  degradation,  and  education  is 
disgraced  by  our  own  misconceptions  and  mismanage- 
ments." 

In  1S26,  Governor  Burton  said  that  primary  education  Gov.  Burton  on  the 

7  r  J  difficulty  of  obtain- 

was  more  difficult  to  obtain  than  in  1776,  and  he  lamented  tag  primary  educa- 

'  tion ;  legislative 

the  fact  that  the  legislature  had,   for  forty-nine   years,  econ™micecondi- 
neglected  to  aid  the  establishment  of  primary  schools,  as  tlons  m  1838' 
required  by  the  Constitution.1     The  next  year  he  said  that 
sectional  jealousies  have  palsied  the  energies  of  the  State 
and  rendered  every  system  of  improvement  abortive.2     In 
1833,  the  Legislative  Joint  Select  Committee  on  Internal 
Improvements3  said  that  no  class  of  our  citizens  were  pros-  • 
perous ;  that  the  thrift  displayed  by  the  citizens  of  other 
States  was  not  visible  in  our  borders ;  that  improvement  in 
agriculture  and  mechanic  arts  was  not  even  attempted ; 
that   intellectual    advancement   was    retarded   by   poverty 
and  listlessness ;  that  there  were  no  good  markets  of  easy 
access ;  and  that  a  comprehensive  system  of  internal  im- 
provements appeared  the  only  means  at  hand  to  unite  all 
sections  and  to  improve  educational  and  economic  condi- 
tions.    During  the  same  year,  the  citizens  of  the  town  of  Halifax  citizens 
Halifax  drew  up  a  memorial4  to  the  legislature    in  which  emigration, 
they  said  that  the  State  was  in  a  retrograding  position  and 
that  our  people  were  forced  to  seek  homes  elsewhere,  be- 
cause "sufficient  importance  in  intellectual,  and  physical 
improvements,  has  not  been  felt  by  the  State  generally." 

1  P.  294.         s  P.  362.         s  P.  615.         4  P.  619. 


XIV 


Editor's  Introduction. 


Further  statement    aild  public  education, 
of  economic  con 
ditions  in  1833. 


North  Carolina  said 
to  be  a  century  be- 
hind in  education. 


Disturbing  in- 
fluence of  conven- 
tion question. 


Proposal  to  make 
school  establish- 
ment a  feature  of 
new  constitution. 


These  citizens  also  said  that  prosperity  and  intelligence 
could  only  be  aided  by  a  system  of  internal  improvements 
Of  the  same  tenor  was  the  report1 
of  another  legislative  committee  of  1833,  to  whom  was 
referred  "sundry  documents  and  schemes  relating  to  the 
Internal  Improvements  of  this  State."  This  committee 
said  that  nine-tenths  of  our  farming  lands  were  then 
for  sale  and  referred  to  the  laggard  policy  of  North 
Carolina  in  delaying  for  thirty  years  any  general  system 
of  improvements.  This  report  also  referred  to  the  preju- 
dice then  existing  against  railroads  and  said  that  people 
were  daily  leaving  the  State  to  go  where  they  would  have 
better  opportunities  to  reap  the  fruits  of  their  labor. 

"Old  Field/'  a  correspondent  of  the  Raleigh  Register 
during  1833,  grimly  observed  that  he  thought  "the  people 
will  have  to  learn  to  spell  internal  improvements  before 
they  can  comprehend  the  meaning  of  that  term."  And  he 
added  that  North  Carolina  was  then  a  century  behind 
other  States  in  education  and  all  other  subjects,  of  impor- 
tance, caustically  referring  to  the  policy  of  borrowing  the 
small  Literary  Fund  each  year,  with  which  to  pay  the 
members  of  the  legislature.2 

The  convention  question  was  long  a  disturbing  factor  in 
the  life  of  the  State.  After  it  had  been  settled,  in  1831, 
that  a  convention  would  be  called  to  amend  the  constitu- 
tion, the  Raleigh  Star  said  that  this  question  had  "long 
proved  a  bone  of  contention  in  the  councils  of  the  State, 
to  the  exclusion  of  calm  deliberation  on  everything  else."3 
On  the  eve  of  the  assembling  of  this  convention,  a  Raleigh 
Standard  correspondent,  who  signed  himself  "D,"  sug- 
gested that  the  new  constitution  should  contain  a  provision 
regarding  public  schools,  and  argued  that  the  lack  of 
schools  was  daily  draining  the  State  of  wealth  and  popula- 
tion. This  article  resulted  in  a  declaration  on  the  part 
of  the  Standard,  oft  repeated,  in  favor  of  "the  universal 


1  P.  631. 


*  P.  670. 


3  P.  707. 


Editor's  Introduction.  xv 

diffusion  of  the  blessings  of  education."1  But  no  change 
was  made  in  the  educational  clause  of  the  constitution  of 
1776,  nor  was  the  question  considered  by  the  convention  of 
1835. 

From  1835  to  1840,  conditions  do  not  seem  to  have  im-  l£S^^M 
proved  to  any  great  extent.  In  a  memorial2  to  the  legisla-  anVSucatto™ai 
ture  of  1836-7,  the  citizens  of  Fayetteville  represented 
that  they  had  year  after  year  witnessed  "with  pain  and 
mortification  the  depressed  condition  which  each  section  of 
our  State  presents."  The  memorial  also  spoke  of  the  "dis- 
content, decay  and  ruin"  manifest  throughout  the  State, 
and  of  the  "illiberal  and  contracted  policy  to  force  our 
people"  to  "go  forth  and  seek  other  lands."  In  his  inaug- 
ural address,3  in  1837,  Governor  Dudley  said  that  North 
Carolina  was  "actually  least  in  the  scale  of  relative  wealth 
and  enterprise"  ;  that  her  "lands  [were]  depressed  in  price, 
fallow  and  deserted" ;  that  her  "manufacturing  advan- 
tages [were]  unimproved,"  her  "stores  of  mineral  wealth 
undisturbed" ;  and  that  her  "colleges  and  schools  [were] 
languishing  from  neglect." 

In  1838,  Eev.  A.  J.  Leavenworth,4  a  Charlotte  Presby-  illiteracy  in  1838. 
terian  clergyman,  estimated  that  "we  have  probably  120 
thousand  children  between  the  ages  of  5  and  15  years,  who 
are  destitute  of  a  common  school  education."  He  further 
said  that  "in  some  parts  of  the  State,  many  large  families 
are  found,  not  one  of  whom,  parents  or  children,  can  read 
their  alphabet ;  and  in  others,  whole  neighborhoods  of  forty 
and  fifty  families  exist,  among  whom  but  few  individuals 
can  read  their  Bible."  In  his  report5  on  education  to  the 
legislature  of  1838,  Wm.  W.  Cherry  said  that  "those  who 
have  mixed  much  with  the  people  of  our  State  know  that 
there  -is  an  average  of  nearly  half  of  every  family  in  the 
State,  who  have  reed  no  education  and  who  are  as  yet 
unprovided  with  the  means  of  Learning  even  to  read  and 
write."     And  the  Western  Carolinian6  remarked  about  the 


1  P.  710.     *  P.  795.     3  P.  803.     4  P.  813.     5  P.  862.      6  P.  816. 


XVI 


Editor's  Introduction. 


Why  so  little  was 
done. 


Wealth  of  State 
in  1333. 


same  time  upon  "the  prejudice  entertained  by  some  to 
have  their  children  educated  in  a  'free  school,'  preferring 
them  to  remain  in  ignorance  rather  than  have  them  edu- 
cated at  the  public  expense." 

But  why  was  so  little  done,  by  the  legislature  during  all 
these  years,  to  remedy  the  educational  condition  of  the 
State  %  In  1834,  an  assembly  resolution1  to  inquire  into 
the  "present  facilities  for  instruction  possessed  by  the  peo- 
ple of  North  Carolina"  failed  of  consideration.  And  the 
Raleigh  Star/  about  the  same  time,  naively  inquired: 
"Can  it  be  presumed  for  a  moment  that  the  Legislature 
would  have  so  long  indulged  in  a  profound  and  listless 
apathy  on  the  subject  of  popular  education,  if  it  had  been 
sensible  of  the  number  living  in  ignorance  and  dying  in 
darkness  ?"  Possibly  the  remark  of  the  Western  Carolin- 
ian ten  years  earlier  touched  the  question  more  nearly 
when  it  said  that  the  people  complained  much  of  taxes  and 
would  not  approve  the  establishment  of  schools  by  that 
means,  and  expressed  the  opinion  that  the  only  hope  of 
their  establishment  lay  in  providing  a  permanent  school 
fund.3  Then  the  popular  idea  that  a  State  with  such 
sparse  population  and  no  large  towns  could  not  maintain 
a  system  of  public  schools,  undoubtedly  had  its  effect  on 
legislative  action.  It  was  true  that  New  Bern,  the  largest 
town  in  1820,  had  only  3,663  population,  2,218  of  whom 
were  negroes..  But  as  early  as  1815,4  the  landed  property 
of  the  State  was  valued  at  $53,521,513.  The  personal 
property  valuation  at  that  time  must  have  been  at  least 
$100,000,000,  for  in  1838  the  Literary  Board5  estimated 
the  land  value  of  the  State  at  $64,000,000  and  the  personal 
property  at  $136,000,000,  making  an  aggregate  value  of 
$200,000,000,  notwithstandingthe  fact  that  the  State  Treas- 
urer said  in  1833  that  the  deficient  property  assessment 
laws  and  the  poll-tax  listing  laws  resulted  in  defrauding 
the  State  out  of  as  much  revenue  each  year  as  was  actually 


1  P.  680. 


2  P.  704. 


P.  238. 


4  P.  622. 


5  P.  834. 


Editor's  Introduction.    ,  xvii 

collected.1     The  actual  revenue  then  collected  was  about 

$68,000.     If  this  amount  had  been  doubled  by  proper  Public  schools 

'  .7  possible  before  1840 

legislation  as  Governor  Swain  and  others  urged,  it  is  easy  anrt  why- 
to  see  that  an  educational  income  nearly  as  large  as  was 
actually  in  hand  in  1840  could  have  been  easily  provided 
as  early  as  1830,  and  possibly  much  earlier.  These  facts 
seem  to  dispose  effectively  of  the  argument  so  often  ad- 
vanced during  these  years  that  the  State  was  doing  all  it 
was  able  to  do  on  the  subject  of  education. 

But  it  would  not  be  a  true  picture  to  recite  all  these  Educational  ideals, 
things  and  not  sav  somethino;  of  the  educational  ideals 
voiced  by  so  many  of  the  leading  men  of  this  period. 
Though  their  voices  were  unheard  for  a  long  time,  still 
what  they  said  about  education  must  have  had  some  weight. 
It  is,  at  least,  true  that  what  these  men  said  has  great 
historic  value  in  any  discussion  of  the  evolution  of  our 
social  institutions. 

In  1802,  Governor  Williams  called  the  attention  of  the  Educational  ideals 

of  some  early 

legislature  to  the  subject  of  education  and  said  that  edu-  governors, 
cation  would  enable  the  people  to  appreciate  their  civil  and 
political  rights.2  The  next  year,  Governor  Turner  said 
that  education  was  the  foe  of  tyranny.3  In  his  message 
of  1804,  he  said  that  prosperity  and  happiness  depended 
on  education,  and  mentioned  the  subject  of  taxation  for 
schools.4  In  1811,  Governor  Smith  observed  that  educa- 
tion prevented  crime,5  while  Governor  Stone  two  years  ear- 
lier had  suggested  the  establishment  of  schools  secondary 
to  the  University,  the  first  mention  of  State  aid  to  high 
schools  in  these  documents.6 

The  narrow  courses  of  study  then  dominating  all  the  opponents  of  nar- 
schools    had   vigorous    opponents.     In    1803,    O'Farrell's  smdy?"1868  ° 
school  bill  declared  that  the  dead  languages  were  not  nec- 
essary to  be  taught  in  the  schools  of  a  republican  govern- 
ment.7    In  1810,  Jeremiah  Battle  raised  objection  to  the 

1  PP.  622,  628,  672.  ■  P.  31.  3  P.  43.         *  P.  49.  ■  P.  80. 

6  P.  60.         »  P.  46. 


xviii  (  Editor's  Introduction. 

dead  languages  as  the  basis  of  all  education.1  In  an  ac- 
count of  the  course  of  study  in  one  of  the  Warrenton 
female  academies,  1810,  it  was  said  that  the  standard 
English  authors  were  read.2  In  1795,  Rev.  John  Alex- 
ander wished  both  "hooks  and  needles"  to  play  a  part  in 
the  education  of  his  daughters.3  Before  1810,  music, 
painting  and  embroidery  were  taught  in  the  Raleigh 
Academy.4 
Education  in  agri-      As  early  as  1810,  an  agricultural  society  was  formed  in 

culture  favored.  J  '  <=>  J 

Edgecombe  and  a  library  of  books  on  agriculture  began  to 
be  collected.5  In  1822,  Governor  Holmes  lamented  the 
neglect  of  agricultural  education  and  suggested  the  teach- 
ing of  agriculture  in  the  State  University.  He  also  re- 
ferred to  the  fact  that  the  learned  professions  were  crowd- 
ed with  incompetents  who  might  make  excellent  farmers.6 
The  next  year  he  urged  the  acquisition  of  a  farm  near  the 
University,  on  which  students  might  be  taught  agricul- 
ture.7 In  1826,  Robert  Potter,  of  Halifax,  intro- 
duced a  bill  in  the  General  Assembly  to  establish  a  politi- 
cal college  on  a  farm  in  Wake  County.  This  college,  if 
established,  would  have  had  a  professor  of  agriculture  and 
the  students  would  have  spent  a  considerable  part  of  their 
time  in  farm  work.8  In  1831,  a  law  passed  the  General 
Assembly  to  establish  a  free  school  in  Johnston  County. 
This  school  was  to  have  a  farm  attached  and  trades  were 
to  be  taught.0  In  1836,  Donaldson  Academy  at  Fayette- 
ville  asked  State  aid  for  the  equipment  of  a  manual  labor 
department,  a  teachers'"  department,  and  an  engineering 
department.10  These  facts  are  abundant  evidence  that 
this  period  possessed  many  men  who  fully  realized  the 
importance  of  training  in  agricultural  and  mechanic  arts, 
but  possibly  the  presence  of  slavery  had  something  to  do 
with  the  failure  of  all  their  plans. 
Educational  ideals      However,   it  was  not  the   earlv  governors   alone,   who 

of  other  governors  7  •>     ° 


and  citizens. 


'P.  69.     2P.  77.     3P.  10.     4P.  76.     5P.  71.     6  P.  195.     »  P.  212. 
P.  300.     9P.  494.     10P.  736. 


Editor's  Introduction.  xix 

voiced  educational  ideals  beyond  their  day  and  generation, 
as  these  documents  show.  In  1815,  Governor  Miller  was 
democratic  enough  to  say  that  public  education  was  the 
only  means  by  which  all  could  be  educated,  and  that  edu- 
cation was  the  surest  means  of  breaking  down  class  dis- 
tinctions.1 The  next  year  he  declared  that  ignorance  was 
best  if  you  intended  to  make  slaves  of  men.2  In  1816, 
Judge  Murphey  proposed  a  system  of  public  instruction  to 
include  the  rich  and  the  poor,  in  primary  and  secondary 
and  higher  schools.  He  even  included  the  education  of 
the  deaf  and  dumb  and  the  clothing  and  feeding  of  poor 
children  at  public  expense,  in  his  plan.3  In  1817,  John 
M.  Walker  declared  that  liberty  would  vanish  when  wealth 
and  education  were  the  possession  of  the  few  only.*     In 

1824,  Charles  A.  Hill  declared  on  the  floor  of  the  Senate 
that  education  was  the  foe  of  tyrants  and  the  foundation 
of  liberty ;  that  education  and  civilization  go  hand  in  hand ; 
and  that  ignorance  was  the  cause  of  vice,  while  vice  fol- 
lowed the  neglect  of  the  education  of  the  children.0     In 

1825,  an  anonymous  correspondent  of  the  Western  Caro- 
linian spoke  of  intelligence  as  the  life  of  liberty,  of  educa- 
tion as  the  only  sure  basis  of  agricultural  and  commercial 
prosperity,  and  of  ,the  patriotic  duty  of  all  to  promote  the 
cause  of  public  schools.6  During  the  same  year,  Governor 
Burton  placed  the  establishment  of  a  system  of  public  edu- 
cation above  internal  improvements  in  importance,  because 
of  its  influence  on  the  moral  character  of  the  people  and 
the  preservation  of  our  political  institutions.'  In  1827, 
Upton,  in  the  Fayetteville  Observer,,  said  that  virtue  would 
always  be  found  in  the  train  of  education,  that  the  pros- 
perity of  our  neighboring  States  was  due  to  the  diffusion 
of  knowledge,  and  that  schools  were  intimately  connected 
with  the  future  well-being  of  our  political  institutions.8  In 
1829,  Charles  R.  Kinney  answered  the  argument  that  it 
was  unjust  to  tax  one  man  to  educate  another's  children, 


1  P.  100.       2  P.  103.      s  P.  106.         4  P.  147.        5  P.  224.         «  P.  252. 
P.  263.       8  P.  356. 


xx  Editor's  Introduction. 

by  saying  that  the  blood  of  the  poor  man  was  very  often 
spilt  in  defense  of  the  rich  man's  property.1  In  1830,  the 
Raleigh  Register  reminded  the  people  that  the  legislature 
was  under  a  solemn  moral  obligation  to  provide  education 
for  all  the  white  people  of  the  State.2  And  about  the 
same  time  Governor  Owen  said  in  his  message  to  the  legis- 
lature that  vice,  irreligion  and  poverty  were  the  results  of 
ignorance,  and  that  a  tax  on  the  rich  for  the  education  of 
opponents  of        the  poor  was  justifiable.3     In  1831,  the  Raleigh  Register 

schools  enemies  of.  ,..,  -c 

the  people.  made  its  strongest  editorial  utterance  m  favor  01  schools. 

It  declared :  "Let  this  be  the  test  word  by  which  the  peo- 
ple try  every  candidate  for  office:  is  he  friendly  to  free 
schools ;  popular  education  ?  If  not,  he  should  be  marked 
as  an  enemy  to  the  people;  to  their  rights  as  freemen;  as 
anti-republican  in  his  principles,  and  unworthy  of  the  con- 
fidence of  those  for  whose  benefit  this  Government  was 
Present  day  ideal  instituted."4  But  the  present-day  idea  that  it  is  the  duty 
Friends.  of  the  State  to  provide  education  for  all,  regardless  of  race 

or  financial  condition,  is  nowhere  clearly  stated  in  these 
documents,  except  in  the  memorial5  of  the  Friends,  sent  to 
the  legislature  of  1834,  wherein  they  protest  against  cer- 
tain repressive  slavery  laws,6  such  as  prohibiting  slaves 
and  free  negroes  from  preaching  and  making  it  a  crime  to 
teach  a  slave  to  read  and  to  write.  This  memorial  boldly 
declared  "it  unnecessary  to  urge  the  incontrovertible  argu- 
ments .that  might  be  advanced  from  reason  and  Religion. 
to  prove  that  it  is  the  indispensable  duty  of  the  Legislature 
of  a  Christian  people  to  enact  laws  and  establish  regula- 
tions for  the  literary  instruction  of  every  class,  within  its 
limits ;  and  that  such  provisions  should  be  consistent  with 
sound  policy,  tend  to  strengthen  the  hands  of  Government 
and  promote  the  peace  and  harmony  of  the  community  at 
large."  This  fine  educational  statement,  far  in  advance 
of  the  times,  fell  on  deaf  ears.     Some  of  our  so-called 


1  P.  440.       2  P.  454.       s  P.  458.       4  P.  528.       5  P.  675.       6  Pp.  477, 
503,  536. 


Editor's  Introduction.  xxi 

wisest  men  of  that  day  continued  to  talk  about  "the  educa- 
tion of  the  poor"  and  to  introduce  measures  for  the  educa- 
tion of  that  class  and  to  propose  still  harsher  measures 
governing  slaves.  But  Jeremiah  Hubbard,  or  whoever 
wrote  this  Friends'  memorial,  was  the  wisest  educational 
prophet  of  the  period,  in  that  he  saw  clearly  the  necessity 
of  educating  all  classes  of  the  people  and  the  futility  of 
making  laws  to  repress  the  natural  instinct  of  all  human 
beings  for  more  knowledge. 

These  references  are  sufficient  to  give  the  reader  some  conclusion, 
idea  of  the  educational  creed  of  the  wisest  leaders  of  this 
period  of  our  history.  Their  bold  and  concise  statements 
of  the  educational  duty  of  the  State  have  not  yet  been 
realized  in  North  Carolina.  Erom  what  has  been  said,  it 
is  easy  to  see  why  they  were  impossible  before  1840. 

II.    Educational  Agitation:    Measures  and  Results. 

Hatred  of  taxation,  sparse  population,  primitive  means  Barriers  to  commu- 

7     ±  r    x  '   -*•  mty  action. 

of  communication,  the  presence  of  slavery,  the  educational 
destitution  of  the  masses  of  the  people,  and  the  lack  of  a 
common  religion  made  it  extremely  difficult  during  this 
period  to  gain  friends  for  any  measure  looking  to  social  and 
physical  improvement.  The  people  of  the  State  lived . 
apart.  It  took  many  long  years  to  unite  all  the  diverse 
elements  of  our  population  and  to  fuse  them  into  one 
homogeneous  people.  The  New  England  States  did  not 
have  to  go  through  this  long  process  of  fusion,  hence  they 
could  begin  earlier  than  North  Carolina  the  work  of  public 
education  and  the  realization  of  the  ideals  of  great  lead- 
ers. Here  our  educational  leaders  had  to  be  content  to 
utter  their  voices  in  the  wilderness  and  then  await  the  slow 
and  tedious  changes  from  an  individualistic  life  to  that  of 
community  cooperation. 

Even  in  colonial  davs,  Governor  Dobbs  with  the  aid  of  Proposed  colonial 

free  schools. 

a  number  of  our  leading  men  proposed  to  establish  one 
free  school  in  each  county.     But  the  measure  failed,  partly 


xxii  Editor's  Introduction. 

because  the  governor  and  the  Assembly  disagreed  about 
other  matters  and  partly  because  no  adequate  means  could 
be  provided  after  the  disappointing  settlement  the  colony 
secured  incident  to  the  winding  up  of  its  claims  against 
the  mother  country  for  its  services  in  the  French  and  In- 
dian War.1 
wr^ghtand iimes.  But  individuals  were  not  wanting  in  those  early  days, 
possessing  a  keen  appreciation  of  the  educational  needs 
of  the  people.  In  1744,  James  Winwright  left  a  bequest 
to  establish  a  free  school  in  Beaufort.  In  1754,  James 
Innes  left  his  property  by  will  to  establish  a  free  school 
for  the  benefit  of  the  youth  of  JSTorth  Carolina.  But  both 
of  these  bequests  failed  to  realize  the  hopes  of  the  donors." 

Educational  clause      When  the  constitution  of  1776  was  framed,  its  41st  see- 
in  constitution  of     .  .  .  , 
1776.                    tion  provided  that  schools  for  the  convenient  instruction  of 

youth  should  be  established  and  that  one  or  more  univer- 
sities should  encourage  all  useful  learning.  This  clause 
was  always  interpreted  by  the  friends  of  education  to  mean 
that  public  schools  were  required  to  be  provided  by  the 
legislature,  as  well  as  the  support  of  the  State  University. 
Hence  we  hear  often  during  this  period  the  newspapers, 
the  governors,  and  others  reminding  the  legislature  of  its 
Academy  plan  first  solemn   duty  to  provide  for  public  education.     But  the 

hope  of  people  to  "  x 

establish  public      failure  of  the  legislature  to  carry  out  the  41st  section  of 

schools.  ~  J 

the  constitution  of  1776,  except  in  the  one  particular  of 
chartering  the  University  in  1789  and  providing  for  its 
meager  support,  caused  the  early  growth  of  the  idea  of 
State  aid  for  academies  already  established  by  private 
means,  as  well  as  encouraged  individuals  to  supply  the 
lack  of  public  schools.  In  1795,  Rev.  John  Alexander 
left  a  conditional  bequest  to  provide  education  for  the 
poor  children  of  Hertford  and  Bertie  counties.3     In  1798, 


1  State  Records,  XXIII,  392 ;  Colonial  Records,  V,  298,  496,  573, 
1041,  1095;  Colonial  Records,  VI,  5,  477. 

2  Pp.  2,  4,  5.     These  documents  are  not  printed  in  the  Colonial 
Records,  hence  their  presence  here. 

SP.  11. 


Editor's  Introduction.  xxiii 

Warrenton  Academy  asked  State  aid  to  assist  the  efforts  of 
private  individuals,  observing  that  this  academy  had  been 
preparing  youth  for  the  State  University,  "A  circumstance 
they  humbly  conceive  that  can  not  fail  of  attracting  At- 
tention, and  inducing  Consent  to  their  present  prayer." 
This  request  was  refused  on  the  ground  that  the  condition 
of  the  finances  of  the  State  did  not  warrant  making  the 
donation.1  In  1801,  the  citizens  of  Raleigh  asked  the 
Assembly  to  give  them  a  lot  in  the  town  of  Raleigh  on 
which  to  erect  an  academy,  which  was  granted  on  the  con- 
dition that  the  title  to  the  property  should  remain  in  the 
State.2  The  same  year  the  trustees  of  xsew  Bern  Acad- 
emy asked  release  from  the  payment  of  the  balance  on 
their  bond  given  the  State  for  the  purchase-price  of  one  of 
the  "Palace"  lots.  This  request  was  rejected  as  im- 

proper to  be  granted.3 

Speaking  of  educational  conditions  in  1794,  Judge  Mur-  buis  to  aid  acade- 

-1-  °  '  °  m}es  introduced. 

phey  declared  there  were,  at  that  time,  not  more  than  three 
schools  in  the  State  "in  which  the  rudiments  of  a  classical 
education  could  be  acquired,"  while  there  was  great  lack 
of  books  in  even  these  few  schools  pertaining  to  history  and 
literature.4  This  condition  of  education,  no  doubt,  caused 
Governor  Williams  to  urge  some  "adequate  and  suitable 
means  for  the  general  diffusion  of  learning  and  science 
throughout  the  State,"  in  1802. 5  This  same  year,  Gen. 
Joseph  Graham  submitted  his  plan  for  a  State  Military 
Academy.6  The  next  year,  Governor  Turner  urged  the 
establishment  of  schools  in  every  part  of  the  State,7  and 
two  bills  were  introduced  in  the  Assembly  looking  to  the 
establishment  of  academies.  One  of  these  bills,  Dudley's, 
proposed  to  establish  an  academy  in  each  superior  court 
district  and  partialy  support  them  by  escheats  ;8  the  other, 
O'Farrell's,  proposed  to  establish  county  academies  of  sci- 
ence but  provided  no  certain  means  of  support.9       Both 

1  P.  14.       2  P.  25.       3  P.  28.       4  P.  22.       s  P.  31.       R  P.  32.     7  P.  43. 
*  P.  44.      9  P.  46. 


xxiv  Editor's  Introduction. 

Free  school  socle-    these  bills  failed.     In  1804,  Governor  Turner  said  he  was 

ties  and  their  work.    ,.  P  .  ,  pi  ,  •         •     ,        n  i       i  •    i 

desirous  01  seeing  some  plan  01  education  introduced  which 
would  "extend  itself  to  every  corner  of  the  State."1  He 
observed  that  "many  respectable  academies  have  been  insti- 
tuted in  different  parts  of  the  State"  and  that  "several  of 
them  have  failed  for  the  want  of  sufficient  support,  and 
others  are  in  a  languishing  state."  But  the  Assembly 
paid  no  attention  to  his  recommendation.  The  next  year 
he  again  called  attention  to  the  subject  of  education  "upon 
some  plan  that  shall  be  general  and  effective,  whether  by 
affording  some  uniform  support  to  one  or  more  well  regu- 
lated school  or  schools  in  every  county  in  the  State,  after 
the  example  of  our  sister  State  South  Carolina,  or  in  some 
other  adequate  mode,  is  submitted  to  your  wisdom."2  And 
again  the  legislature  failed  to  consider  the  subject  in  any 
way. 

While  Governor  Turner  was  urging  the  legislature  to 
take  some  action  relative  to  establishing  schools,  a  society 
of  citizens  of  Edgecombe  County,  raised  two  or  three  hun- 
dred dollars  to  establish  a  free  school  for  the  education  of 
poor  children.  Some  few  children  received  the  benefit  of 
this  charity,  but  the  intended  school  was  never  established.3 

Between  1800  and  1825,  these  societies  for  the  educa- 
I  tion  of  poor  children  seem  to  have  been  numerous,  and  to 
/  have  had  considerable  influence  in  securing  funds  for  their 
/  work.  Besides  the  society  in  Edgecombe,  there  were  soeie- 
/  ties  in  New  Bern,  Fayetteville,  Wilmington,  Raleigh, 
/  Wayne  County,  and  Johnston  County.  The  New  Bern 
charitable  society  for  the  education  of  poor  females  was  in- 
corporated by  the  legislature  of  1812. i  The  Wayne 
County  free  school  was  incorporated  in  1813,5  as  was  the 
Fayetteville  orphan  asylum,  whose  object  was  to  clothe, 
educate  and  bind  out  to  trades  poor  orphan  children.6  The 
Wilmington  Female  Benevolent  Society  was  incorporated 
in  1817,  and  its  objects  were  declared  to  be  "to  secure  to 

*P.  49.         3P.  52.         3P.  71.         4P.  83.         5  P.  89.         ■  P.  91. 


Editor's  Introduction.  xxv 

poor  children  and  destitute  orphans,  a  moral  and  religious, 
as  well  as  a  common  education ;  and  besides  furnishing  with 
such  education,  to  adopt,  support  and  provide  with  situa- 
tions that  are  useful."1  In  1822,  the  Raleigh  Register 
mentioned  the  work  of  the  Female  Benevolent  Society  of 
that  place  and  said  its  purpose  was  to  promote  "industry 
and  instruction  of  the  children  of  indigent  parents  in  the 
first  rudiments  of  learning."  The  course  of  study  in  this 
school  embraced  instruction  in  the  "rudiments  of  English 
language,  the  common  rules  of  Arithmetic,  Writing,  Sew- 
ing and  Knitting."2  In  1825,  the  Orange  County  Sun- 
day School  Union  sent  a  memorial  to  the  legislature  in 
which  they  said  that  their  society  had  taught  many  poor 
children  to  read  and  asked  an  annual  donation  of  twenty- 
five  cents  for  each  scholar  for  the  purpose  of  supplying 
books.  This  request  was  promptly  rejected.3  In  1831, 
the  Johnston"~CoTrrrty-Eree  School  Law  was  passed.  This 
law  proposed  to  establish  a  central  county  free  school,  sup- 
ported by  county  taxation,  in  which  trades  were  to  be 
taught.  Permission  was  given  the  trustees  to  locate  the 
school  on  a  farm  and  to  require  the  poor  pupils  educated  in 
the  school  to  teach  after  the  completion  of  their  studies. 
This  law  was  repealed  in  1834.4 

In  addition  to  the  efforts  of  these  societies  to  improve  the  Bequests  to  estab- 

x  lish  free  schools. 

educational  condition  of  the  masses,  these  documents  refer 
to  the  generosity  of  Miles  Benton,  of  Gates  County,  who 
left  his  property  to  establish  a  free  school  ;5  to  Alexander 
Dixon,  of  Duplin  County,  who  left  $12,000  in  1814  to 
establish  a  charity  school  for  the  poor  children  of  that 
county  ;6  and  to  Moses  Griffin,  of  ISTew  Bern,  who  left  a 
considerable  bequest,  in  1816,  to  establish  a  free  school  for 
poor  children.7  Benton's  bequest  was  lost  in  litigation 
which  arose  over  the  settlement  of  his  estate.  Griffin's 
heirs  brought  suit  to  test  the  constitutionality  of  the  be- 

1  P.  166.        a  P.  208.        s  P.  283.        4  Pp.  494,  678.        5  P.  86  ;  1813. 
SP.  94         7P.  114. 


XXVI 


Editor's  Introduction. 


Legislative  indi 
ference  to  estab* 
lishment  of 
schools 


Murphey's  report 
of  1816. 


quest  on  the  ground  that  it  created  a  perpetuity  contrary  to 
our  State  Constitution.  In  1820,  the  Supreme  Court  de- 
clared the  bequest  legal,  but  unfortunate  management  of 
the  fund  resulted  in  failure  to  establish  the  school  prior  to 
1840.  This  fund  is  still  in  existence  in  diminished  amount 
and  is  now  used  by  the  public  schools  of  the  town  of  New 
Bern.  The  Dixon  Fund  was  also  mismanaged,  but  is  still 
in  existence,  yielding  an  income  of  a  little  less  than  $150 
annually,  and  is  used  as  a  part  of  the  public  school  funds 
of  Duplin  County. 

From  1806  to  1814,  the  legislative  records  of  the  State 
do  not  disclose  enough  interest  in  education  on  the  part  of 
the  Assembly  to  consider  the  subject  in  any  form,  although 
Governors  Alexander,  Williams,  Stone,  Smith  and  Haw- 
kins repeatedly  urged  the  consideration  of  the  subject  as 
of  highest  importance.  In  1815,  Governor  Miller  re- 
minded the  legislature  that  only  by  public  aid  could  "the 
temple  of  science"  be  opened  to  all,  and  urged  the  consid- 
eration of  some  plan  by  which  every  member  of  the  com- 
munity could  receive  the  benefits  of  education.1  But  still 
nothing  was  done  beyond  the  appointment  of  a  joint  com- 
mittee of  the  two  houses,  consisting  of  Frederick  Nash, 
Simmons  J.  Baker,  and  James  McKay,  the  first  education 
committee  ever  appointed.2  The  next  year  Governor  Mil- 
ler warned  the  Assembly  of  the  dangers  of  a  union  of  two 
such  powerful  agents  as  wealth  and  talents  and  proposed 
the  consideration  of  providing  a  fund  for  the  education  of 
all  the  people.3  On  the  education  committee  of  1816  was 
Senator  Archibald  D.  Murphey,  of  Orange.  Murphey  had 
proposed  to  refer  the  governor's  remarks  on  education  to  a 
special  committee,4  and  later  he  was  made  chairman  of  the 
committee  and  wrote  with  his  own  hand  its  wonderfully  in- 
teresting report,5  in  which  he  declared  that  the  State's 
strength  lay  in  the  great  mass  of  the  people,  that  the  State 
should  afford  to  all  the  means  to  become  enlightened  with- 


1  P.  100. 


2  P.  101. 


P.  103. 


4  P.  104. 


P.  105. 


Editor's  Introduction.  xxvii 

out  distinction  of  class,  and  that  primary  and  secondary 
schools  should  be  established  leading  directly  to  the  Uni- 
versity. At  the  close  of  this  report  Mr.  Murphey  proposed 
the  appointment  of  a  committee  "to  digest  a  system  of  pub- 
lic instruction"  and  submit  it  to  the  next  General  As- 
sembly.1 

When  the  Assembly  met  in  1817,  Governor  Miller  in-  Murphey's  report 

...  of  1817. 

vited  its  attention  to  the  subject  of  education  "in  a  par- 
ticular manner,"  and  on  November  29,  Mr.  Murphey  sub- 
mitted his  plan  for  the  establishment  of  public  schools." 
In  brief  his  plan  was  to  provide  a  school  fund  to  be  man- 
aged by  six  commissioners  with  the  governor  at  their  head, 
with  power  to  locate  schools,  to  fix  salaries  of  teachers,  to 
appoint  the  trustees  of  the  secondary  schools,  and  to  devise 
a  plan  for  the  promotion  of  pupils  from  the  primary 
schools  to  the  secondary,  which  were  to  prepare  students  for 
the  university.  His  plan  further  provided  that  the  coun- 
ties were  to  be  divided  into  townships  with  primary  schools 
in  each  and  also  that  the  incorporated  towns  were  to  estab- 
lish such  schools,  all  aided  by  a  combination  of  State  and 
local  funds.  The  secondary  schools  were  to  be  aided  by 
the  State's  paying  one-third  the  salaries  of  the  teachers. 
There  were  to  be  ten  secondary  schools.  Mr.  Murphey's 
plan  further  included  many  details  relating  to  the  organi- 
zation of  schools  and  their  courses  of  study,  their  method  of 
instruction  and  discipline,  the  education  of  poor  children 
at  public  expense,  and  the  establishment  of  an  asylum  for 
the  education  of  the  deaf  and  dumb.  On  December  10, 
Mr.  Murphey  introduced  a  bill3  to  carry  into  effect  the 
recommendations  contained  in  his  report.  This  bill  passed 
its  first  reading  in  each  house  and  then  disappeared.  There 
is  no  record  to  show  what  disposition  was  made  of  the 
measure.  It  is  certain,  however,  that  it  did  not  become  a 
law,  and  it  is  also  within  bounds  to  say  that  this  measure 
and  the  report  on  it  embraced  the  profoundest  and  most 

»  P.  111.  s  P.  123.         3  P.  165. 


xxviii  Editor's  Introduction. 

comprehensive  educational  wisdom  ever  presented  for  the 
consideration  of  a  North  Carolina  legislature, 
walker's  report  of       Following  Mr.  Murphey's  report  of  1817,  there  was  pre- 
sented another  report1  by  one  of  the  committee  appointed 
in  1816.     This  report  was  signed  by  John  M.  Walker. 
Mr.  Walker's  plan  consisted  in  providing  for  the  educa- 
tion of  teachers.     His  theory  was  to  educate  a  great  num- 
ber of  teachers,  thereby  reducing  by  competition  the  price 
of  tuition  to  that  level  at  which  all  parents  might  be  able  to 
pay  for  the  education  of  their  children. 
esSSisbSregu-      When  the   Assembly   of   1818   met,   Governor   Branch 
late  schools.  called  its  attention  to  the  constitutional  requirement  to 

establish  schools,  and  added  that  "we  are  bound  as  servants 
of  the  people  under  the  solemnities  of  an  oath  to  steer  the 
vessel  of  State ;  and  when  we  connect  this  imperious  duty 
with  the  luminous  and  impressive  appeals  which  have  been 
so  often  made  to  the  Legislature  for  the  last  year  or  two,  I 
apprehend  that  nothing  that  I  could  add  would  impart 
additional  force."2  During  this  session  of  the  Assembly, 
William  Martin,  of  Pasquotank,  introduced  a  bill3  to  estab- 
lish and  regulate  schools,  which  passed  its  second  reading 
in  the  Senate  but  met  death  in  the  House  of  Commons  on 
its  first  reading.  This  bill  provided  for  the  establishment 
of  schools  in  each  militia  district,  under  the  direction  of 
five  county  commissioners  chosen  by  the  county  courts. 
There  were  to  be  three  committeemen  for  each  school  to 
employ  the  teacher,  fix  the  rates  of  tuition,  and  to  desig- 
nate the  poor  children  to  be  taught  free.  This  law  further 
provided  that  each  teacher  was  to  receive  an  annual  salary 
of  $100  to  be  paid  out  of  the  public  funds  and  two-thirds 
of  the  tuition  money.  Each  county  was  empowered  to  levy 
a  tax  of  as  much  as  10  cents  on  each  $100  valuation  of 
property  and  50  cents  on  each  poll  in  support  of  schools. 
And  finally,  this  law  provided  free  books  and  supplies  for 
poor  children. 

1  P.  147.         2  P.  171.         3  P.  174. 


Editok's  Introduction.  xxix 

The  next  year  Governor  Branch  declared  that  education  ^J?1  ^ %^' 
was  the  paramount  question  in  North  Carolina  and  called 
attention  to  the  "languishing  condition  of  some  of  our 
nurseries  of  science."1  During  this  year  the  Blakeley  Ga- 
zette2 said  that  public  sentiment  favored  the  establishment 
of  free  schools,  but  that  there  was  a  division  of  opinion  as 
to  the  best  plan,  whether  by  providing  a  school  fund  or  by 
endowing  central  academies  and  requiring  them  to  estab- 
lish branch  public  schools.  But  Governor  Branch's  mes- 
sage could  not  be  wholly  neglected.  The  education  com- 
mittee, through  its  Chairman,  Emanuel  Shober,  made  a 
somewhat  lengthy  report  in  which  it  was  admitted  that 
the  children  of  the  State  could  not  be  educated  by  private 
means  and  suggested  establishing  a  school  fund  on  the 
basis  of  the  Cherokee  lands  or  the  bank  stock  then  owned 
by  the  State,  the  proceeds  to  be  applied  to  education  in 
the  several  counties.3 

The  Assembles  of  1820  and  1821  did  not  consider  the  Attempt  to  secure 

.  national  aid  and  to 

school  question,  but  m  1822  Governor  Holmes    made  such  subsidize  acade- 

x  '  mies. 

an  earnest  appeal  for  carrying  out  the  constitutional  re- 
quirement in  regard  to  schools  that  the  taxes  on  auctioneers 
were  proposed  to  be  devoted  to  aiding  academies5  and  a 
special  committee  report  on  the  policy  of  the  national  gov- 
ernment relative  to  the  proceeds  of  the  sale  of  public  lands 
was  rendered  and  a  resolution  adopted,  asking  Congress  to 
appropriate  the  proceeds  of  such  sales  to  the  States  for 
purposes  of  education.6  But  nothing  came  of  either  pro- 
posal.    However,  the  friends  of  education  did  not  despair  mil's  resolution  to 

establish  schools 

m  the  face  of  so  many  failures.  When  the  legislature  of  ignored. 
1823  met,  Governor  Holmes7  repeated  his  suggestion  about 
teaching  agriculture  iu  the  University,  while  J.  A.  Hill, 
of  !New  Hanover,  introduced  a  resolution  directing  the 
committee  on  education  to  inquire  into  the  expediency  of 
establishing  schools  in  conformity  with  the  41st  section  of 

1  P.  180.        s  P.  182.        3  P.  184.        4  P.  194.        3  P.  197.       ■  P.  199. 
7  P.  212. 


XXX  EdITOK's   INTRODUCTION. 

the  constitution.  But  this  committee  made  no  report  and 
introduced  no  bills,1  although  the  Western  Carolinian  as- 
sured the  legislature  that  no  appropriation  which  it  could 
make  would  be  so  little  objected  to  as  one  for  the  support 
heha?ntueShopes  °f  common  schools.2  The  next  year  Governor  Holmes,  in 
legislation?0  his  message,3  spoke  of    the  overflowing  treasury  of    the 

State,  and  regretted  that  not  one  cent  had  been  appro- 
priated to  improve  the  minds  of  the  children.  "But," 
said  he,  "I  have  harped  on  it  so  often  that  I  now  touch  the 
chord  with  almost  hopeless  expectations  and  frigid  indiffer- 
ence." Still  he  thought  the  legislature  would  not  hesi- 
tate to  create  a  fund  to  promote  the  education  of  the  peo- 
ple. But  in  this  expectation  he  was  to  be  disappointed. 
His  suggestion4  relative  to  the  creation  of  a  school  fund, 
Mil  fails!1001  fund  however,  met  with  a  hearty  response  from  Charles  A.  Hill, 
of  Franklin,  chairman  of  the  Senate  committee  on  educa- 
tion, who  introduced  a  bill,5  on  December  6,  1824,  to  carry 
out  the  wishes  of  the  chief  executive.  This  measure  had 
for  its  long  and  singular  title :  "A  Bill  to  create  a  fund 
for  the  purpose  of  educating  that  part  of  the  infant  popu- 
lation of  the  State  who  shall  from  time  to  time  be  found 
destitute  of  the  means  of  becoming  otherwise  properly 
taken  care  of  in  that  particular."  This  bill  provided 
"that  all  the  Bank  stock,  which  shall  be  acquired  by  this 
State,  through  the  investment  of  the  Treasury  notes  or- 
dered to  be  issued  by  the  last  General  Assembly ;  together 
with  all  the  monies  which  shall  annually  be  collected  from 
taxes  at  present  laid  on  Gates,  natural  and  artificial  curi- 
osities, peddlers,  negro  traders,  and  Billiard  tables"  shall 
belong  to  the  school  fund.  Tfi<?  management  of  the  fund 
was  placed  in  the  hands  of  the  governor,  the  secretary  of 
State,  the  treasurer,  and  the  compti-pller.  On  the  third 
reading,  the  Senate  passed  the  bill,6  38  ayes  to  16  noes,  but 

1  P.  214.  2  P.  215.  a  P.  217.  4  John  Haywood,  State  Treasurer, 
this  year  suggested  a  plan  for  a  school  fund.  See  p.  236.  5  P.  219- 
6  P.  222. 


Editor's  Introduction,  xxxi 

the  House  of   Commons   rejected   it.     The  lower  House  Ashe's  t>m  to  edu- 
cate the  youth  of 
earlier  in  the  session  had  indefinitely  postponed  a  bill1  by  tne  p°or  rejected. 

one  of  its  own  members,  Samuel  P.  Ashe,  of  Cumberland, 
entitled :  "A  Bill  providing  a  fund  and  plan  for  the  Educa- 
tion of  the  youth  of  the  poor  in  the  different  Counties  of 
this  State."  This  bill  contained  a  provision  for  county 
commissioners  of  schools,  one  from  each  captain's  district, 
to  be  appointed  by  the  governor,  with  the  chairman  of  the 
county  court  as  chairman  of  the  board  of  commissioners 
to  manage  the  schools.  The  duties  of  the  commissioners 
were  declared  to  be  the  apportionment  of  the  county  school 
fund  and  the  determination  of  the  poor  children  to  be  edu- 
cated at  public  expense.  The  commissioners  were  em- 
powered to  elect  a  treasurer  and  a  secretary.  This  bill 
contemplated  supporting  the  schools  by  a  direct  appropria- 
tion from  the  State  treasury  and  made  no  provision  for 
county  or  local  taxation  in  any  form.  These  measures  and 
a  resolution  to  appoint  John  Louis  Taylor,  Joseph  Cald-  committee  to  Pre- 

•*•  L  j        }  l  pare  a  plan  for 

well,  Peter  Browne,  and  Duncan  Cameron  a  committee  to  puWic  schools. 
prepare  a  plan  or  system  of  Public  Education  for  the  in- 
struction of  children  of  poor  or  indigent  parentage"  and 
report  to  the  next  Assembly2  constituted  all  the  educational 
work  of  the  Legislature  of  1824. 

Affain  the  legislature  had  met  and  done  nothing  to  es-  sentiment  in  favor 

00  °  of  some  action  in- 

tablish  public  schools.  But  "A.  B.",  in  the  Western  creasins in  vis°r- 
Carolinian,  about  this  time,  said  that  North  Carolina  had 
always  acted  as  if  nothing  could  be  done.  However,  he 
observed  that  in  case  of  war  the  State  could  annually  sup- 
port with  ease  1,000  men  in  the  field,  and  could  now  as 
easily  support  1,000  teachers  half  the  year.3  An  Edge- 
combe correspondent  of  the  Raleigh  Register  also  urged 
the  establishment  of  public  schools,  and  spoke  of  a  public 
meeting  recently  held  in  that  county  to  petition  the  legis- 
lature to  establish  them.4  Although  the  legislature  of 
1824  had  done  nothing  for  education,  still  it  looked  like 


1  P.  229.         2  P.  235.         *  P.  241-3.         4  P.  244. 


XXX11 


Editor's  Introduction. 


The  real  reason 
why  schools  were 
not  established. 


Work  of  Legisla- 
ture of  1825 ;  Gov. 
Burton's  memora- 
hle  message. 


the  sentiment  in  favor  of  some  action  was  increasing  in 
strength  and  vigor  as  the  years  went  by.  As  soon  as  the 
legislature  passed  the  joint  resolution  to  appoint  Judge 
Taylor  and  others  to  formulate  a  plan  for  establishing 
public  schools,  the  Raleigh  Register1  said  that  nothing  had 
before  prevented  their  establishment  "but  the  difficulty  of 
forming  a  suitable  plan  for  effecting  the  object."  For 
once  the  Register  nodded.  This  had  always  been  the  last 
excuse  of  the  opponents  of  public  schools  for  not  estab- 
lishing them,  but  no  one  can,  at  Jjhis-jdistance,  believe  that 
was  the  real  reason*—)  Every  conceivable  plan  had  been 
proposed  that  could  have  been  proposed ;  first,  to  subsidize 
the  academies ;  second,  to  create  a  school  fund ;  third,  to 
support  the  schools  by  a  combination  of  local  taxation  and 
permanent  income,  which  was  Murphey's  plan ;  and  fourth, 
to  establish  schools  by  county  taxation.  But  none  of  these 
could  be  gotten  through  the  legislature,  all  because,  if  we 
are  to  believe  the  Register,  no  suitable  plan  had  yet  been 
proposed !  The  truth  is  that  no  local  or  county  taxation 
measure  could  pass,  because  that  would  raise  taxes.  And 
the  creation  of  a  permanent  school  fund  large  enough  to 
support  a  system  of  schools  was  only  remotely  possible  by 
setting  aside  for  that  purpose  all  the  bank  stock  then 
owned  by  the  State,  the  income  of  which  was  being  used 
at  that  time  to  help  defray  the  expenses  of  the  State  gov- 
ernment. This  plan  would  have  resulted  in  raising  taxes 
indirectly  and  would  have  meant  the  same  thing  as  estab- 
lishing schools  by  direct  taxation.  But  the  majority  of 
the  people  were  not  ready  to  increase  their  taxes  in  order 
to  establish  public  schools  and  that  is  the  real  and  only  good 
reason  why  they  were  not  established. 

In  October,  1825,  the  Register2  said  that  it  trusted  that 
"our  Legislators  will  consider  it  among  their  most  sacred 
duties  to  adopt  immediate  and  efficacious  steps  for  estab- 
lishing public  schools."     On  the  assembling  of  the  legis- 


1  P.  251. 


2  P.  257. 


Editor's  Introduction.  xxxiii 

lature,  Governor  Burton1  sent  it  one  of  the  strongest  edu- 
cational messages  ever  sent  to  a  North  Carolina  assembly. 
He  said  that  internal  improvements  were  important,  but 
that  education  was  more  important ;  that  the  former  re- 
garded only  the  face  of  the  country  and  the  pecuniary  in- 
terests of  the  people,  but  that  the  latter  was  concerned 
with  the  temporal  and  eternal  happiness  of  mankind.  He 
pleaded  earnestly  for  brushing  aside  every  difficulty  in  the 
way  of  establishing  schools,  though  they  arose  at  every 
step.  He  also  said  that  "if  the  preservation  of  our  politi- 
cal principles  in  their  original  purity  be  of  any  value — if 
the  moral  character  of  the  people  be  matter  of  moment — 
if  honest  merit  should  have  fair  play  in  our  elections, 
then  let  us  not  delay,  but  immediately  begin  the  important 
work!"     And  much  more  of  the  same  tenor. 

Early  in  the  session  the  people  of  the  county  of  Beau- 
fort sent  a  petition2  to  the  Assembly  asking  for  the  estab- 
lishment of  free  schools,  and  Mr.  Ashe,  of  Cumberland, 
again  called  attention  to  the  subject  by  a  resolution3  in- 
structing the  committee  on  education  "to  inquire  into  the 
expediency  of  reporting  a  bill  creating  a  fund  for,  and  a 
plan  by  which  common  schools  may  be  established."     The  committee  report 

.  .  on  plan  of  educa- 

committee  appointed  m  1824  sent  m  their  report  through  tion. 
the  governor.  This  recommended  the  division  of  the 
State  into  school  districts,  the  election  of  twelve  to  four- 
teen county  school  commissioners  by  the  county  court,  tha 
appointment  of  three  committeemen  for  each  district,  a 
county  tax  for  the  erection  of  a  schoolhouse  and  a  teach- 
er's house  in  each  district  and  for  the  payment  of  the  sala- 
ries of  teachers.  There  were  also  recommendations  that 
the  people  of  the  districts  be  given  the  selection  of  teach- 
ers, that  the  chairman  of  the  county  commissioners  should 
have  some  supervisory  powers  over  the  schools,  and  that 
all  teachers  must  be  able  to  teach  reading,  English  gram- 
mar, and  the  ordinary  rules  of  arithmetic.  In  its  essential 
features  this  plan  did  not  differ  materially  from  some  of 


1  P.  263.         ■  P.  266.         8  P.  266. 

c 


XXXIV 


Editor's  Introduction. 


Failure  of  lottery 
scheme  and  pas- 
sage of  Literary 
Fund  law  of  1825. 


those  previously  submitted.  Its  essence  was  that  the 
schools  were  to  be  supported  by  taxation,  hence  no  attention 
was  paid  to  its  recommendations.1  Two  days  after  this 
report  was  presented,  Wm.  M.  Sneed,  of  Granville,  intro- 
duced a  bill  in  the  Senate  to  raise  a  common  school  fund 
by  lottery,  but  this  bill  never  passed  the  Senate2.  And  on 
December  22,  Mr.  Hill,  of  Franklin,  again  submitted  a 
bill  to  create  a  permanent  school  fund,  similar  to  the  bill 
he  introduced  the  previous  year.3  This  bill  with  slight 
amendment  became  the  Literary  Fund  Law  of  1825.  Its 
exact  title  was  "An  act  to  create  a  fund  for  the  establish- 
ment of  common  schools."  The  fund  thus  created,  in  the 
language  of  the  act,  consisted  of  "dividends  arising  from 
the  stock  now  held'  and  which  may  hereafter  be  acquired 
by  the  State  in  the  Banks  of  New  Bern  and  Cape  Fear, 
and  which  have  not  heretofore  been  pledged  and  set  apart 
for  internal  improvements ;  the  dividends  arising  from 
stock  which  is  owned  by  the  State  in  the  Cape  Fear  Navi- 
gation Company,  the  Roanoke  Navigation  Company,  and 
the  Clubfoot  and  Harlow  Creek  Canal  Company;  the  tax 
imposed  by  law  on  licenses  to  the  retailers  of  spirituous 
liquors  and  auctioneers ;  the  unexpended  balance  of  the 
Agricultural  Fund ;  all  monies  paid  to  the  State  for  the 
entries  of  vacant  lands  (except  Cherokee  lands)  ;  the  sum 
of  twenty-one  thousand  and  ninety  dollars,  which  was  paid 
by  this  State  to  certain  Cherokee  Indians,  for  reservations 
of  lands  secured  by  them  by  treaty  *  *  *  ;  and  of 
all  the  vacant  and  unappropriated  swamp  lands  in  this 
State,  together  with  such  sums  of  money  as  the  Legisla- 
ture may  hereafter  find  it  convenient  to  appropriate  from 
time  to  time." 

The  literary  fund  thus  set  apart  for  education  was 
placed  under  the  control  of  a  board  consisting  of  the 
governor,  the  two  speakers  of  the  House  and  Senate,  the 
State  treasurer,  and  the  chief  justice  of  the  supreme  court, 


1  P.  267.         s  P.  277. 


3  P.  279. 


Editor's  Introduction.  xxxv 

whose  corporate  title  was  "The  President  and  Directors 
of  the  Literary  Fund."  This  fund  was  wholly  inadequate  K.equate  sc'h001 
for  the  purpose  in  view,  and  was  known  to  be  so  at  the 
time.  The  Raleigh  Register  said  that  this  provision 
would  enable  some  future  legislature  "to  commence  the 
operations  of  the  plan."1  The  income  of  the  fund  during 
the  first  year  after  the  law  was  enacted  was  stated  to  be 
$12,724.95;  from  bank  stock,  $2,840;  from  license  taxes 
on  liquor,  $4,109.84;  from  licenses  to  auctioneers, 
$741.04;  from  land  entries,  $4,614.07;  and  from  Cape 
Fear  Navigation  Company,  $420. 00.2  A  year  later  Gov- 
ernor Burton3  said  to  the  Assembly  that  "the  last  Legisla- 
ture commenced  the  important  work,  but  if  that  beginning 
is  not  well  sustained  and  pursued,  the  present  generation 
may  pass  away,  before  anything  effectual  is  accomplished." 
Nor  were  there  lacking  others  who  entertained  similar 
views.  Several  attempts  were  made  by  individual  mem- 
bers of  the  Assembly  of  182G  to  increase  the  Literary 
Fund.  Henry  Seawell,  of  Wake,  introduced  a  resolution 
to  raise  $630,000  by  lottery  and  turn  it  over  to  the  sixty- 
three  counties  for  the  purpose  of  establishing  schools  ;4  and 
James  J.  McKay,  of  Bladen,  introduced  a  bill  to  transfer 
all  the  bank  stock  acquired  by  the  State  since  1821  to  the 
school  fund.5  Both  of  these  measures  failed.  The  net 
result  was  a  law  to  raise  $50,000  by  lottery  and  permit 
Judge  Murphey  to  use  half  of  it  to  publish  a  history  of  the 
State,  the  remainder  to  go  to  the  literary  fund.6  But  this 
lottery  was  a  failure,  and  the  history  was  not  published 
nor  the  school  fund  increased.7  Such  was  the  fate  of  every 
proposed  measure  to  increase  the  literary  fund  for  the 
next  ten  years. 

Still  the  friends  of  improving  the  educational  condition  Death  of  other 

j.  educational  bills. 

of  the  State  were  not  discouraged.     The  same  legislature 
of  1826,  which  refused  to  increase  the  literary  fund,  al- 


1  P.  291.        s  P.  346.        s  P.  294.        i  P.  298.        5  P.  341.       6  P.  298. 
P.  384. 


xxxvi  Editor's  Introduction. 

though  the  State  at  that  time  owned  more  than  $548,000 
in  bank  stock  alone,1  only  about  $100,000  of  which  was  a 
part  of  the  school  fund,  was  given  the  pleasure  of  entomb- 
ing several  other  educational  measures.  Robert  Potter 
thought  the  State  ought  to  issue  $200,000  worth  of  bonds 
to  erect  and  endow  a  "political  college,"  one  of  whose  ob- 
jects was  to  train  teachers  and  "elevate  the  character  of 
the  State."  But  the  legislature  would  not  heed  his  ap- 
peals.2 Another  measure,  introduced  by  Samuel  King,  of 
Iredell,  had  for  its  object  the  appropriation  of  a  small 
amount  to  aid  Sunday  Schools  to  teach  poor  and  destitute 
children  to  read.  But  this  measure  also  failed.3  John 
Scott,  of  the  town  of  Hillsborough,  wished  to  appoint  a 
commissioner  to  collect  statistical  information,  but  John 
Boon,  of  Orange  County,  moved  to  kill  the  measure  and 
the  majority  agreed  with  the  country  man  against  the 
borough  man.4 
The  morality  of  The  Legislature  of  1826,  after  passing  several  lottery 

'  bills,  refused  to  grant  the  lottery  privilege  to  a  number  of 
academies  and  indulged  in  a  hot  debate  over  their  moral- 
ity.5 The  opponents  of  lotteries  were  led  by  Charles  A.- 
Hill, of  Franklin,  who  very  properly  contended  that  they 
were  merely  gambling  devices.  The  advocates  of  lotteries 
argued  that  they  aided  good  causes,  kept  money  at  home 
which  would  be  spent  in  patronizing  foreign  lotteries,  if 
the  domestic  article  were  outlawed ;  also  that  gambling 
could  not  be  prohibited  by  law,  that  a  lottery  was  like  an 
insurance  risk,  and  that  a  game  of  chance  was  not  immoral. 
This  discussion  and  its  results  indicated  that  the  moral 
sense  of  the  State  was  awakening.  It  was  only  five  years 
later  that  a  lottery  to  promote  the  publication  of  a  North 
Carolina  history  was  definitely  refused  on  moral  grounds.6 
organization  of  The  first   Literary   Board   organized   on   January   16, 

its recommenda-     1827,  and  appointed  Bartlett  Yancey  to  write  its  report 


1  P.  350.      8  Pp.  300,  308.       s  P.  339.     *  P.  343.     «  P.  330.     6  P.  529. 


Editor's  Introduction.  xxxvii 

to  the  legislature.1  This  report2  recommended  the  estab- 
lishment of  public  schools  as  a  moral  duty,  the  increase  of 
the  literary  fund,  and  the  drainage  of  the  swamp  lands. 
In  urging  the  increase  of  the  literary  fund,  this  report 
took  pains  to  say  that  its  recommendation  of  the  transfer 
of  the  bank  stock  acquired  since  1821  had  not  been  made 
"without  due  regard  to  the  revenue  of  the  State,  and  its 
ordinary  disbursements,  and  no  doubt  is  entertained  but 
the  stock  may  be  appropriated  as  recommended  without 
injury  to  either."  But  when  Mr.  McKay's  bill3  to  do 
this  very  thing  was  before  the  Senate,  it  could  muster  only 
seven  votes.  Evidently  the  anti-taxation  members  of  the 
legislature  had  grave  doubts  about  the  ultimate  effect  of 
adopting  such  a  recommendation. 

The  ten  years  between  1827  and  1837  resulted  in  no  Ten  unfruitful 

years. 

educational  legislation,  except  those  measures  of  doubtful 
value,  prohibiting  the  teaching  of  slaves  to  read  and  to 
write  and  forbidding  negroes  to  preach  the  Gospel.  But 
measure  after  measure  was  proposed,  looking  to  educa- 
tional progress.  In  1827,  a  society  was  incorporated4  to 
promote  the  education   of  deaf   and  dumb  children.     A  peaf  and  Dumb 

r  Institution. 

land  grant  was  asked  from  the  national  government  to 
endow  the  proposed  school,  but  no  grant  was  made  and 
failure  marked  the  end  of  the  whole  matter.  In  1828, 
"S,"  through  the  medium  of  the  Register,  addressed  the 
members  of  the  legislature  and  proposed  to  issue  bonds 
and  use  the  interest  to  educate  teachers  at  the  University.0 
The  teachers  educated  under  the  proposed  arrangement 
were  to  receive  the  small  salary  of  $200  a  year  for  two  or 
three  years,  thus  making  tuition  low  and  thereby  "dif- 
fusing education."  The  legislators  paid  no  attention  to 
this  scheme,  but  did  consider  somewhat  the  bill6  of  Tryam  McFariand's  bill 
McFarland,  of  Richmond,  proposing  a  plan  "for  the  edu-  children, 
cation  of  the  poor  children  of  North  Carolina,"  which 
consisted  in  using  the  income  of  the  literary  fund  to  pay 

1  P.  345.     3  P.  346.     8  P.  342.     4  P.  379.     5  P.  400.     6  P.  422. 


xxxviii  Editor's  Introduction. 

the  tuition  of  destitute  children  in  schools  already  estab- 
lished. Two  commissioners  in  each  captain's  district  were 
to  select  those  to  he  educated  free.  This  hill  met  its  legis- 
lative death  in  the  Senate,  December  19,  1828. x  But  Mr. 
McFarland  believed  in  perseverance,  so  he  reintroduced 
his  bill  again  in  1829,2  and  still  again  in  18 30,3  only  to 
meet  defeat  in  every  effort  to  obtain  some  kind  of  a  school 
law. 
me^lures  def^Ssd.  At  ^s  distance,  it  is  almost  inconceivable  why  some  of 
the  measures  proposed  during  these  ten  years  were  not 
adopted.  For  instance,  Mr.  Thomas  Hill,  of  New  Han- 
over, proposed  to  the  legislature  of  1830  to  find  out  how 
many  children  there  were  in  the  State  who  had  no  oppor- 
tunity to  obtain  an  education,  but  that  august  body  did 
not  care  to  know.4  The  same  year  Archibald  Monk,  of 
Sampson,  proposed  to  add  1,063  shares  of  bank  stock  to  the 
literary  fund,  but  this  too  was  defeated,5  as  was  also  Mc- 
Farland's  proposition  to  apply  the  license  fees  paid  by 
attorneys6  to  increasing  the  fund.  The  wisest  heads  of 
that  day,  men  like  Frederick  iSTash  and  John  M.  More- 
head,  reported  to  the  Assembly  in  18287  and  in  1827s  that 
the  literary  fund  was  too  small  to  establish  schools.  -  A 
similar  report  was  made  by  Samuel  T.  Sawyer  in  1830.° 
In  1833,  a  report  by  the  legislative  committee  on  educa- 
tion said  that  the  literary  fund  must  be  increased  before 
any  plan  of  public  education  could  be  attempted.10  In 
1836,  the  chairman  of  the  committee  on  education  re- 
ported11 that  there  was  nothing,  in  his  opinion,  in  the  con- 
dition or  the  character  of  the  people  of  the  State  repug- 
nant to  the  successful  operation  of  a  system  of  common 
schools;  that  difficulties  would  likely  arise  upon  the  com- 
mencement of  such  a  plan  of  education,  due  to  the  sparse- 
ness  of  the  population  and  to  "the  prejudices  of  the  coun- 
try upon  the  subject" ;  but  this  committee  would  not  rec- 


1  P.  425.        2  P   446.        3  P.  462.        4  P.  472.        5  P.  470.       «  P.  468. 
7  P.  428.     *  P.  876.     !'  P.  467,     »  °  P.  655.     l 1  740. 


Editor's  Introduction.  xxxix 

omniend  tliat  schools  be  established,  because  they  "would 
require  a  sum  far  beyond  the  present  resources  of  the 
State."  Evidently  the  dominant  sentiment  was  content 
to  let  the  fund  set  aside  in  1825  slowly  accumulate  without 
any  additions,  a  course  of  action  which  Governor  Burton 
said  would  certainly  mean  the  failure  to  establish  public 
schools  during-  his  generation.  But  though  abundant  evi- 
dence has  already  been  given  to  show  the  difficulty  attend- 
ing the  adoption  of  any  constructive  policy  during  this 
period,  a  few  more  evidences  may  throw  additional  light 
on  the  narrowly  contracted,  individualistic  legislative 
policy  which  seemed  to  be  attached  to  the  State  with  hooks 
of  steel.  In  1830,  Thomas  Hill  presented  a  fruitless  me- 
morial from  citizens  of  New  Hanover,  asking  for  the  es- 
tablishment of  public  schools.1  In  1831,  Governor  Stokes 
took  occasion  to  say  that  he  thought  the  legislature  would 
be  too  busy  with  the  capitol  building  and  the  bank  question 
to  give  any  attention  to  schools.2  In  1827,  the  House  of 
Commons  rejected  a  resolution  to  place  the  Canova  statue 
of  Washington  on  rollers,  so  as  to  remove  it  easily  from 
the  capitol  in  case  of  fire.  This  statue  was  ruined  by  fire 
in  1831  as  a  consequence  of  that  penny-wise  action.  The 
same  year  the  Commons  refused  to  undergo  the  expense 
of  placing  a  clock  in  their  own  hall.  And  so  jealous  of 
State  sovereignty  were  they  that  they  also,  the  same  year, 
rejected  a  resolution  requesting  the  Secretary  of  War  to 
have  a  railroad  surveyed  from  New  Bern  to  Raleigh  and 
westward.3  After  the  appearance  of  the  Caldwell  letters4 
in  1832,  in  which  the  sad  condition  of  education  in  the 
State  was  so  clearly  pointed  out  and  the  degraded  condi- 
tion of  the  primary  teachers  and  their  schools  pictured  in 
the  most  unsparing  manner,  a  resolution  looking  to  the 
establishment  of  a  teachers'  normal  school  was  introduced 
in  the  Assembly.5  This  was  Dr.  Caldwell's  cherished  plan 
to  better  educational  conditions.      But  the  bill  failed  be- 


1  P.  464.     2  P.  490.     a  P.  398.     4  P.  545.         5  P.  534. 


xl 


Editor's  Introduction. 


Opposition  to 

denominational 

schools. 


Plans  of  Kinney 
scai  McQueen. 


cause  there  was  no  money  with  which  to  undertake  the 
work,  the  committee  on  education  reporting  that  the  liter- 
ary fund  had  been  too  much  used  by  the  State  of  late 
years.  The  annual  income  of  the  fund  was  now  said  to  be 
only  about  $8,000.  In  1833,  there  took  place  a  charac- 
teristic contest  in  the  legislature  over  chartering  two  de- 
nominational schools,1  the  Greensboro  Academy  and  Man- 
ual Labor  School  and  the  "Literary  and  Manual  Labor  In- 
stitution in  the  County  of  Wake."  The  committee  on 
education  amended  the  Greensboro  school  bill  by  making 
the  board  of  trustees  self-perpetuating  instead  of  permit- 
ting the  Presbytery  of  Orange  to  fill  vacancies  on  the 
board.  The  committee  report  on  the  bills  contains  this 
sentence  which  seems  to  explain  the  nature  of  the  oppo- 
sition to  them:  "Your  committee  are  aware  that  appre- 
hensions are  entertained  that  if  these  bills  be  passed  into 
laws  a  class  of  individuals  in  their  corporate  capacity  may 
have  conferred  upon  them  privileges,  if  not  incompatible 
with  our  Constitution  and  Bill  of  Rights,  yet  inconsistent 
with  the  freedom  and  genius  of  our  institutions."  2  This 
meant  that  a  great  many  of  the  members  of  that  legislature 
believed  these  bills  violated  the  spirit  of  that  section  of  the 
constitution  which  forbade  the  establishment  of  one  relig- 
ious society  in  preference  to  another. 

One  of  the  most  sensible  of  the  early  plans  for  establish- 
ing schools  was  that  outlined  by  Charles  K.  Kinney  in 
1829. 3  Briefly,  Mr.  Kinney  proposed  to  divide  the  coun- 
ties into  districts  and  give  them  corporate  powers  and  the 
right  to  levy  a  tax  for  a  four  months'  school  and  the  erec- 
tion of  schoolhouses.  His  plan  also  contemplated  the  ex- 
amination of  teachers  and  the  New  England  custom  of 
employing  female  teachers  during  the  summer  months. 
Another  plan4  was  submitted  by  Hugh  McQueen,  of  Chat- 
ham, in  1834.  In  brief,  McQueen's  plan  proposed  trans- 
ferring the  poor  taxes  to  the  support  of  schools,  by  pro- 


P.  660. 


2  P.  661. 


3  P.  440. 


4  P.  695. 


Editor's  Introduction.  xli 

viding  that  after  the  death  of  any  pauper  the  tax  levied 
for  his  support  should  not  be  discontinued  but  continued 
and  the  proceeds  placed  to  the  credit  of  the  literary  fund. 
This  pauper  measure  failed,  but  it  seemed  to  strike  the 
legislature  with  considerable  force,  and  it  was  printed  in 
the  laws  of  1834. 

Eeference  has  already  been  made  to  the  use  of  the  liter-  j^nd.fiP  state' 
ary  fund  by  the  State  during  the  years  1827  to  1837.  In 
his  report  for  1832,  the  public  treasurer  said  that  "the 
use  which  is  thus  made  of  the  cash  belonging  to  this  fund, 
excludes  the  possibility  of  carrying  into  effect  the  design 
contemplated  by  the  act  of  1825 ;  and  the  President  and 
Directors  instead  of  investing,  or  otherwise  disposing  of  it 
for  improvement,  as  directed  by  that  act,  have  been  obliged 
virtually  to  relinquish  for  a  time,  their  control  over  it."  1 
During  this  year  as  high  as  $64,000  was  borrowed  by  the 
State  from  this  fund  during  one  month. 

Another  attempt  to  better  educational  conditions  during  ^ethe^chefs"" 
these  ten  years  of  inaction  was  the  effort  to  organize  a 
State  teachers'  association  to  promote  the  cause  of  educa- 
tion. In  1830,  a  newspaper  article  suggested  that  such 
an  association  be  formed  to  promote  the  establishment  of 
common  schools.2  This  suggestion  was  seconded  by  the 
Register  in  May  1831.  A  meeting  of  teachers  at  Chapel 
Hill  during  the  commencement  of  the  same  year  was  the 
result.  This  meeting  adopted  a  constitution  and  organ- 
ized the  K.  C.  Institute  of  Education,  whose  objects  were 
said  to  be  the  "mutual  consultation  and  the  discussion  of 
subjects  connected  with  education  and  the  advancement  of 
knowledge."  Dr.  S.  J.  Baker,  of  Martin,  was  made  presi- 
dent; W.  M.  McPheeters,  W.  M.  Green,  and  Fred.  Nash, 
vice-presidents ;  and  W.  A.  Norwood  and  W.  J.  Bingham, 
secretaries.  The  executive  committee  was  composed  of 
Professors  Hooper,  Phillips  and  Mitchell.  Meetings  were 
held  in  1832  and  in  1833,  when  they  ceased3. 


1  Pp.  541,  724.         8  P.  452.         "  P.  510. 


xlii 


Editor's  Introduction. 


Tne  use  made  of 
the  surplus 
revenue. 


The  work  of  the 
Legislature  of 
1836-7. 


The  year  1837  began  a  new  era  in  North  Carolina  edu- 
cational history.  The  immediate  cause  of  the  change  from 
the  do-nothing  policy  long  in  vogue  was  the  distribution  of 
the  surplus  revenue  by  an  act  of  Congress  in  1836.  The 
total  amount  received  from  the  national  government  under 
this  act  was  $1,433,757.39,1  which  amount  was  used  as  fol- 
lows: "1st  to  defray  the  Civil  and  Contingent  expenses  of 
the  State  Government,  $100,000 ;  2nd  for  the  redemption 
of  the  public  debt  due  the  U.  S.  in  trust  for  the  Cherokee 
Indians  created  for  the  purpose  of  paying  the  State's  sub- 
scription for  the  stock  in  the  Bank  of  the  State  of  N.  C, 
which  stock  constitutes  a  part  of  the  fund  belonging  to 
the  board  of  Literature,  $300,000 ;  3rd  For  the  payment 
of  Stock  in  the  Bank  of  Cape  Fear  subscribed  for  by  the 
Pres.  &  Directors  of  the  Literary  fund,  $300,000 ;  4th  For 
draining  the  Swamp  Lands  of  the  State  under  the  direc- 
tion of  the  Board  of  Literature,  $200,000 ;  5th  Invested 
in  Stock  of  the  Wilmington  and  Raleigh  Bail  Boad  Com- 
pany by  the  board  of  Int.  Improvement,  $533,757.39." 
This  increase  in  the  active  capital  of  the  banks  gave  imme- 
diate impetus  to  works  of  internal  improvement  and  in- 
spired broader  plans  for  public  education. 

When  the  legislature  of  1836-7  met,  it  refused  to  fritter 
away  the  surplus  revenue  by  distributing  it  among  the 
counties  in  proportion  to  population  and  taxation,2  and 
adopted  the  plan  of  distribution  outlined  above.  There 
were  those  in  this  legislature  who  desired  to  establish  pub- 
lic schools  at  once,  among  the  number,  Alfred  Dockery,  of 
Richmond,  who  insisted  on  adding  all  the  surplus  revenue 
to  the  literary  fund  and  the  distribution  of  the  interest  to 
the  counties  for  the  education  of  indigent  youth.3  But  the 
legislature  of  1836-7  was  not  ready  to  enact  a  school  law. 
It  contented  itself  with  an  instruction  to  the  literary 
board  to  digest  a  plan  for  common  schools  and  submit  it  to 
the  next  Assembly,4  with  the  passage  of  a  law  incorporat- 


P.  800. 


2  A.  743. 


3  P.  743. 


4  P.  744. 


Editor's  Introduction.  xliii 

ing  the  literary  board  and  giving  the  governor  power  to 
appoint  it,1  and  finally  with  the  enactment  of  a  law  defi- 
nitely vesting  the  swamp  lands  in  this  board  and  appro- 
priating $200,000  for  draining  them. 

Early  in  the  session  of  the  Assembly  of  1838-9,  Mr.  JSKSSg"11 
Dockery  repeated  his  resolution  relative  to  the  establish-  consi 
ment  of  public  schools.2  H.  G.  Spruill  presented  a  reso- 
lution and  a  plan  which  contemplated  dividing  the  coun- 
ties into  school  districts  and  holding  an  election  in  each 
district  on  the  question  of  school  or  no  school.  The  dis- 
trict was  to  be  empowered  to  levy  a  tax  to  pay  one-half  the 
teacher's  salary,  the  other  part  to  be  paid  out  of  the  in- 
come of  the  literary  fund.  A  notable  feature  of  this  plan 
was  the  suggestion  that  every  district  refusing  to  estab- 
lish schools  should  be  required  to  vote  on  the  question 
every  year  until  they  were  established.3  The  plan  sub- 
mitted by  the  literary  board  recommended  the  division  of 
the  State  into  1250  districts,  estimating  an  average  school 
population  for  each  district  of  108  children  between  the 
ages  of  5  and  15 ;  the  establishment  of  normal  schools  after 
the  fashion  advocated  by  President  Caldwell  some  years 
before;  the  holding  of  an  election  in  each  county  to  deter- 
mine whether  it  was  willing  to  levy  a  tax  for  schools  to 
amount  to  twice  the  sum  expected  from  the  literary  fund ; 
and  the  appointment  of  a  State  superintendent  of  com- 
mon schools.4  It  was  estimated  by  the  board  that  the  in- 
come of  the  school  fund  was  then  about  $100,000.  This 
amount,  added  to  $200,000  proposed  to  be  raised  by 
county  taxation,  would  pay  the  1250  teachers  each  a  sal- 
ary of  $210  a  year.5  The  suggestions  of  the  board  were 
received  with  considerable  interest.  Bills  to  carry  out  the 
plans  of  the  board  were  introduced  in  the  Senate  by  Wm. 
W.  Cherry  and  in  the  House  by  Frederick  J.  Hill.  Mr. 
Cherry's  bill6  did  not  contemplate  establishing  schools  until 
another  meeting  of  the  Assembly  ;  Mr.  Hill's  bill7  provided 

1  P.  748.       2  P.  822.         3  P.  823.        i  P.  826.        6  P.  835.       ,;  P.  866. 
»  P.  873. 


xliv 


Editor's  Introduction. 


The  first  school 
law  and  its  pro- 
visions. 


The  educational 
campaign  of  1839 ; 
newspaper  argu- 
ments for  the 
school  law. 


for  their  immediate  establishment.  Both  bills  did  not  go 
as  far  as  the  literary  board  recommended  in  the  way  of 
raising  local  fnnds.  Mr.  Hill's  bill  empowered  the  liter- 
ary Board  to  appoint  a  "State  Superintendent  of  Public 
Instruction." 

The  net  result  of  the  educational  efforts  of  the  Assem- 
bly of  1838-9  was  the  passage  on  January  7,  1839,  of  a 
law  submitting  the  question  of  schools  or  no  schools  to  a 
vote  of  the  people  of  the  several  counties  in  August,  1839. 
It  was  also  provided  by  this  law  that  a  favorable  vote 
meant  a  county  tax  levy  of  one  dollar  for  each  two  dollars 
to  be  received  from  the  income  of  the  literary  fund.  The 
schools  established  were  to  be  under  the  control  of  five  to 
ten  county  superintendents ;  the  whole  territory  of  the 
county  was  to  be  divided  into  no  more  districts  than  one 
for  each  36  square  miles  and  the  first  term  of  the  schools 
in  each  district  was  to  be  conducted  on  $20  of  county  taxa- 
tion and  $40  income  from  the  literary  fund.1 

As  soon  as  this  law  was  enacted,  the  friends  of  the  estab- 
lishment of  public  schools  began  an  active  campaign  in 
their  favor.  In  March,  1839,  the  Raleigh  Star2  observed 
that  it  had  no  doubt  of  the  result  of  the  election  to  be  held 
in  August,  but  urged  the  friends  of  schools  to  spread  in- 
formation about  the  law  providing  for  them.  It  was  true, 
this  paper  said,  that  the  South  was  far  behind  in  popular 
education,  and  that  the  proposed  schools  would  endow  the 
children  with  sound  learning  and  establish  them  in  good 
morals.  The  Star  took  some  pains  also  to  say  that  those 
who  took  advantage  of  the  schools  proposed  would  not  be 
considered  pensioners  on  the  public  bounty,  because  what 
was  general  could  but  justly  be  considered  the  right  of  all. 
The  Carolina  Watchman3  made  the  point  that  the  taxes 
then  levied  were  nearly  all  spent  on  courts  and  that  the 
additional  school  tax  proposed  would  all  be  spent  at  home 
and  could  not,  therefore,  be  a  burden,  nor  make  the  people 


P.  886. 


2  P.  893. 


3  P.  895. 


Editor's  Introduction.  xlv 

poorer.  In  addition,  the  Watchman  declared  that  educa- 
tion would  lessen  crime,  and  said  it  was  simply  not  true 
that  plain  farmers  and  mechanics  needed  no  education,  as 
was  so  often  contended.  The  veteran  Register1  argued 
that  education  was  necessary  to  the  honor  and  welfare  of 
the  State;  that  public  schools  would  make  demagogues 
scarcer;  that  general  education  would  bring  prosperity; 
and,  finally,  that  a  tax  for  schools  was  only  "a  draft  of 
children  and  of  innocence  on  the  overflowing  treasury  of  a 
Parent's  heart."  The  Rutherfordton  Gazette2  said  that 
the  ignorance  of  the  masses  was  a  great  evil,  that  the  pros- 
perity of  the  State  was  at  stake,  and  that  North  Carolina 
had  been  lukewarm  too  long  on  the  subject  of  popular  edu- 
cation. The  Newbern  Spectator3  said  that  it  was  the  pa- 
triotic duty  of  all  to  support  the  establishment  of  schools 
and  deprecated  making  the  adoption  of  the  law  a  political 
question,  as  was  then  being  done  in  Craven  County,  though, 
if  the  Whigs  had  been  in  power,  it  said,  a  school  system 
would  have  been  put  in  operation  years  before. 

In  advertising  the  election  of  1839,  the  sheriff  of  Stokes  The  campaign  in 

°  .  Stokes. 

County4  took  occasion  to  advocate  the  adoption  of  the 
school  law.  He  answered  the  opponents  of  schools  who 
were  circulating  the  specious  argument  that  the  tax  would 
be  one  imposed  on  the  poor  for  the  benefit  of  the  rich. 
In  the  most  caustic  manner  he  paid  his  respects  to  some 
Stokes  Democrats  who  were  opposing  the  law,  and  in- 
sisted that  there  could  be  nothing  improper  in  permitting 
the  people  to  decide  whether  they  would  have  public  schools 
or  not. 

The  Davidson  County  members  of  the  Assembly5  of  Tn 
1S38-9  issued  an  address  to  the  people.  They  maintained 
that  public  schools  would  work  a  moral,  mental  and  phy- 
sical revolution  in  jSTorth  Carolina.  This  address  recited 
the  objections  raised  to  the  adoption  of  the  law  and  an- 
swered them  in  detail.     The  principal  objection  to  the  law 

1  P.  897.         2  P.  898.         3  P.  899.         4  P.  900.         P.  3902. 


p  campaign  m 
Davidson. 


xlvi 


Editor's  Introduction. 


Objections  of 
"Rusticus." 


The  result  of  the 
election. 


A  word  in  conclu- 
sion. 


in  Davidson,  as  it  was  everywhere  else,  was  the  fact  that 
a  vote  for  schools  meant  a  vote  to  increase  taxes.  The 
answer  to  this  objection  by  the  Davidson  legislators  was 
dignified  and  statesmanlike.  They  maintained  that  taxa- 
tion was  a  mark  of  all  well-regulated  governments,  that  the 
small  increase  in  taxes  was  to  be  held  as  of  little  moment  in 
comparison  to  the  immense  good  to  be  derived  by  the  com- 
munity in  increased  moral  well-being.  They  also  answered 
such  selfish  and  frivolous  objections  as  these :  "It  is 
wrong  to  tax  the  rich  to  educate  the  poor;  it  is  wrong  to 
tax  one  man  who  has  no  children  to  educate  another  man's 
children." 

"Rusticus"  in  the  Register  of  August  3,  1839,  stated  the 
objections  urged  against  the  adoption  of  the  school  law  by 
its  more  thoughtful  opponents.  He  objected  to  the  inade- 
quate salary  allowed  teachers,  the  shortness  of  the  school 
term  proposed,  the  large  districts,  and  the  lack  of  compe- 
tent teachers.  These,  "Rusticus"  thought,  were  four  fatal 
objections  to  the  plan  submitted  for  the  approval  of  the 
people,  and  he  urged  its  rejection  and  the  submission  of  a 
more  practicable  measure.  Especially  did  "Rusticus" 
urge  the  establishment  of  a  school  to  educate  teachers.1 

The  Raleigh  Register  did  not  give  complete  returns  of 
the  school  election.2  But,  from  those  given,  it  seems  the 
law  failed  in  Rowan,  Lincoln,  Yancey,  and  Davidson,  in 
the  West;  and  in  Edgecombe,  Wayne,  and  Columbus,  in 
the  East.  The  great  majority  of  the  counties  adopted 
the  plan,  and  thus  approved  the  principle  of  establishing 
schools  by  a  combination  of  county  taxation  and  State  aid 
derived  from  the  permanent  school  fund  established  in 
1825. 

Thus  the  long  agitation  was  ended.  In  some  form  0!' 
other  ^N"orth  Carolina  has  maintained  public  schools  during 
all  the  time  since  1840,  except  a  few  years  immediately 
following  the  Civil  War.  The  names  of  the  men  who  took 
part  in  convincing  the  State  that  it  ought  to  establish 


1  P.  907. 


2  P.  910. 


Editor's  Introduction.  xlvii 

schools  appear  in  these  documents  in  their  true  light.  Some 
of  them,  judging  by  present-day  standards,  were  wise  an;l 
some  not  so  wise ;  but  all  of  them  must  have  been  men  of 
more  than  ordinary  force  of  character  and  persistency  of 
purpose  to  continue  the  agitation  against  hostile  public 
opinion  and  finally  win  a  victory,  even  though  it  was  a 
victory  wen  for  the  most  righteous  cause  ever  battled  for 
in  at!V  period  of  our  history.  While  the  school  law  of 
1839  was  not  a  very  satisfactory  measure,  it  marked  the 
beginning  of  a  new  era.  Individualism  was  now  gradually 
to  give  way  to  community  spirit ;  selfishness  and  intoler- 
ance which  only  desired  to  be  undisturbed  must  now  needs 
give  place  to  measures  devoted  to  the  welfare  and  uplift 
of  all  the  people;  hatred  of  taxation  for  schools  must  now 
begin  to'  disappear  before  the  dawning  of  that  wiser  policy 
that  no  taxation  is  oppressive  which  is  used  for  giving 
equal  educational  opportunities  to  all. 

Charles  L.  Cooisr. 
Wilson,  North  Carolina, 
December  14,  1908. 


1744 

1.     FREE  SCHOOL  IN  BEAUFORT:  JAMES  WINWRIGHT'S  WILL 


1.    FREE  SCHOOL  IN  BEAUFORT:  JAMES  WINWRIGHT'S 

WILL. 

sPcrhooLtywilIedfor  1  win  and  appoint  that  the  yearly  Rents  and  profits  of 
all  The  Town  land  and  Houses  in  Beaufort  Town  Belong- 
ing unto  me  with  the  other  Land  adjoining  thereto  (which 
I  purchased  of  John  Pindar)  after  the  Decease  of  my  wife 
Ann  to  be  Applyed  to  the  Uses  hereinafter  Mentioned  for 
Ever  (to  Wit)  for  The  encouragement  of  a  Sober  discreet 

Kind  of  teachers     Quallifyed  Man  to  teach  a  School  at  Least  Reading  Writ- 

and  course  of  ^  ° 

ment offund.^"  mS  Vulgar  and  Decimal  Arithmetick  in  the  aforsd.  Town 
of  Beaufort,  wch  said  Man  Shall  be  Chosen  and  appointed 
by  the  Chair  Man  (or  the  Next  in  Commission)  of  Car- 
teret County  Court  and  one  of  Church  Wardens  of  St. 
John  parish  in  the  aforesd.  County  and  Their  Successors 
for  Ever,  also  I  Give  and  Bequeath  the  Summ  of  Fifty 
pounds  Sterling  (provided  that  my  estate  Shall  be  Worth 
so  much  after  my  Just  Debts  and  other  Legacys  are  paid 

Master's  house  and  and   Discharged)    to   be    applyed    for   the   Building   and 

school  house  o       /  i  1    j  o 

provided  for.  finishing  of  a  Creditable  House  for  a  School  and  Dwelling- 
house  for  the  said  Master  to  be  Erected  and  Built  on  Some 
part  of  my  Land  JSTear  the  White  house  Which  I  bought  of 
the  aforesaid  Pindar,  and  my  True  Intent  and  Meaning  is 
that  all  the  yearly  profits  and  advantages  arising  by  the 
aforesd.  Town  Lotts  and  Lands  thereunto  adjoining  as 
aforesd.  with  the  Use  of  the  sd.  Land  for  Making  and  Im- 
proving a  plantation  for  the  planting  and  Raising  of  Corn, 
etc.  (if  the  aforesd.  Master  or  teacher  of  sd.  School  Shall 

Land  for  the  use  of  think  proper  to  plant  and  Improve  the  same)  be  entirely 
for  the  use  and  Benefitt  of  ye  sd.  Master  and  his  Successors 
During  his  and  their  Good  Behaviour, — Also  that  the  sd. 
Master  Shall  not  be  obliged  to  teach  or  take  under  his 
Care  any  Schoolar  or  Schoolars  Imposed  on  him  by  the 

Master  to  decide     Trustees  herein  Mentioned  or  their  Successors  or  by  any 

taught  free.  other  person,  But  shall  have  free  Liberty  to  teach  and  take 

2 


Wijst  weight's  Will,  1744. 

under  liis  care  Such  and  so  many  Schoolars  as  he  shall 
think  Convenient  and  to  Receive  his  Reward  for  the  Teach- 
ing of  them  as  he  and  the  persons  tendering  them  shall 
agree. 

Aug.  13,  1711. 

Probated  March  Court  1711/5. x 


Faroes  Winwright  lived  in  Carteret  County. 


1759 

1.    FREE  SCHOOL  IN  NEW  HANOVER:  JAMES  INNES?  WILL1 


1  By  "an  act  for  the  promotion  of  learning1  in  the  district  of  Wilmington,"  the 
Legislature  of  1783  vested  in  the  trustees  of  Innis  Academy  the  property  left  by  the 
will  of  James  Innes.     See  State  Records,  Vol.  xxiv,  511,  984  ;  Vol.  xxv,  18-20. 

4 


1.    FREE  SCHOOL  IN  NEW  HANOVEE:  JAMES  IX>ES'  WILL. 

In  the  name  of  God  amen. 

I  James  Innes  of  Cape  Fear  in  Xorth  Carolina  in  who innes was. 
America.  Coll  of  the  fiegernent  of  sd  Province  Raised 
for  His  Majestys  imediate  Service  and  Commander  in 
Chief  *of  this  Expedition  to  the  Ohio  againest  the  French 
and  there  Indeans  whoe  have  most  unjustly  Invaided  and 
fortified  themselves  on  His  Alajestys  Lands. 

Being  now  readdey  to  enter  upon  action  and  of  Sound 
minele,  memory,  and  understanding.  Do  make  this  my 
Last  Will  and  Testment  in  manner  and  forme  following 
viz. :  I  recomend  my  Soul  to  the  Almighty  God  that  gave 
it,  relying  on  the  Merits  of  Jesus  Christ  for  Mercy  att  the 
last  day.  My  Bodie  I  most  freely  otter  to  be  disposed  off 
as  God  in  Llis  wise  providence  shall  pleas  to  direct. 

I  recommend  the  paying  of  all  my  Just  and  Lawfull  Bequests  to  be  sent 

1     J       °  '    .  .to  Edinburgh. 

debts  instantly,  or  when  demanded.  I  direct  a  remit- 
tance may  be  made  to  Edinburgh  Sufficient  to  pay  for  a 
Church  Bell  for  the  Parish  Church  of  Cannesby,  in  Cath- 
ness,  agreeable  to  my  Letter  to  Mr.  Jams.  Broadee  Minis- 
ter thereof. 

I  also  appoint  and  Direct  that  there  may  be  a  furder 
remittance  made  of  One  Hundred  Pounds  Sterll.  for  the 
Use  of  the  Poor  of  the  said  Parish  of  Cannesby.  And  the 
Said  Snmm  of  One  Hundred  Pounds  to  be  put  to  Interest 
for  the  use  of  the  Poor  of  Said  Parish,  as  formerly  directed 
bv  me. 


6  James  Innes'  Will,  1759. 

afteersciiTOVien for  I  a^s0  giye  aud  bequeth  att  the  Death  of  my  Loving  Wife 
Jean  Innes  my  Plantation  called  Point  Pleasant  and  the 
Opposite  mash  Land  over  the  River  for  which  ther  is  a 
Seperate  Patent,  Two  Negero  young  Woomen  One  JSTegero 
young  Man  and  there  Increase,  All  the  Stock  of  Cattle 
and  Hogs,  halfe  the  Stock  of  Horses  belonging  att  the 
time  to  that  Plantation  With  all  my  Bookstand  One  Hun- 
dred Pounds  Sterling  or  the  Equivalent  thereunto  in  the 
r  currency  of  the  Country  For  the  Use  of  a  Free  School  for 
the  benefite  of  the  Youth  of  North  Carolina.  And  to  see 
at  this  part  of  my  Will  be  dewly  Executed  att  the  time, 

Management  of  '  / 1  apuoint  the  Colonell  of  the  New  Hanover  Reffement,  the 

the  bequest.         /  .        . 

Parson  of  Wilmington  Church  and  the  Vestrey  for  the 
time  being,  or  the  Majority  of  them  as  they  shall  from 
time  to  time  be  choised  or  appointed.  The  Residue  of  my 
Estate  boeth  reall  and  personall  I  leave  to  the  sole  dis- 
poseall  of  my  Loving  Wife  and  Companion  of  my  Life 
Jean  Innes  whome  I  appoint  to  be  Sole  Executrix  of  this 
my  last  will  and  Testament,  which  I  desire  may  be  record- 
ed in  the  Publique  Register.  In  testimoney  hereof  I  have 
put  my  hand  and  Seall  this  fifth  day  of  July  and  in  the 
year  of  Our  Lord  God  One  Thousand  Seven  hundred  Fifty 
win  made  at  win-  and  Four.     Done  att  Winchester  in  Virginia  in  Presence 

Chester,  Virginia,  ,  . 

inl754-  of  us.     Signed,  Sealled,  and  published. 

James  Innes 
John  Caelyle 
W.  Cocks 
Caleb  Grainger. 

„  .  .     ...      ...       The  foregoing  last  Will  and  Testament  of  James  Innes 

Probate  of  the  will.  °        °„ 

Esquire  was  duely  proved  before  me  by  the  oath  of  Caleb 
Grainger  who  made  oath  on  the  holy  Evangelists  that  he 
saw  and  heard  the  said  James  Innes  sign  seal  and  publish 
the  foregoing  as  and  for  his  last  Will  and  Testament  in 
the  presence  of  the  said  Caleb  Grainger  John  Carlyle  and 
William  Cocks  who  subscribed  their  respective  names  as 


James  Innes'  Will,  1759. 

Evidences  thereto  in  presence  of  the  Testator,  who  was  at 
the  same  time  of  sound  and  disposing  memory  and  under- 
standing. 

Let  Letters  Testamentary  issue  hereof  to  Jean  Innes 
Executrix  in  the  foregoing  Will  named. 

Brunswick  9th  Octo.   1759. 

Arthur  Dobbs. 


1791 

1.    CIVIL  LIST  FOR  1791, 


1.     CIVIL  LIST  OF  1791. 

The  following  statement  shows  the  different   items  of 
exjDense  of  the  government  of  the  State  for  17'Jl: — - 

Governor's    salary    £        800 

Treasurer's  salary    750 

Comptroller's   salary    500 

Secretary  of  State  salary 100 

Council,  their  Clerk  and  Doorkeeper.  .  .  100 

Clerk  to  the  Treasury 200 

Members  of  Assembly,  Clerks  and  Door- 
keepers         12,000 

Judges  of  Superior  Courts 3,200 

Attorney  General  and  Solicitor,   320  1. 

each    640 

Agents  for  settling  with  the   U.    S 1,600 

Public    Printer 500 

Incidental   expenses    of   government    of 

every  kind  the  committee  estimate  at  250 


£  20,740 


— Estimate  of  Assembly  Committee  of  Finance,  Laws 
1790,  p.  28. 


1795 

1.     REV.  JOHN  ALEXANDER'S  WILL 


10 


1.    REV.  JOHN  ALEXANDER  S  WILL. 

Da  Prsecepta,  Familise  Tuae,  nam  Tu  crive  moriturus  es. 

Forasmuch  as  the  last  scene  of  life  seems  hastening  on,  make^a  wm.opert° 
and  the  curtain  ready  to  fall ;  I  think  it  prudent,  before  I 
make  my  final  exit  off  the  stage,  whereon  I  have  sometime 
acted,  to  dispose  of  the  few  trifles  fortune  has  bestowed  me, 
manner  following  to  wit: 

Imprimis — I  give  and  bequeath  to  my  two  Daughters,  Property  willed  to 

his  daughters. 

Martha  and  Kachel,  all  and  every  part  ol  my  property 
whate\  Qr,  to  be  equally  divided  between  them,  and  to  their 
lawful  heirs  forever.  On  the  demise  of  either,  before  em- 
powered to  make  a  will,  the  surviving  sister  inherits  the 
whole. 

Should  both  decease,  before  the  laws  capacitate  to  will,  if  daughters  should 

1  '  die,  then  property 

then,  my  remaining  property  is  to  be  wholly  converted  to  eat^poof'ewfdren. 
educating  the  poor  children  within  the  counties  of  Hert- 
ford and  Bertie ;  under  such  regulations  as  my  executors 
shall  think  fit.  My  body  I  bequeath  to  the  earth,  whence  Funeral  directions. 
it  originated.  My  Soul,  Immortal,  and  unallyed  to  dust, 
I  commend  to  the  Father  of  Mercies.  The  manly,  mascu- 
line voice  of  orthodoxy,  is  no  longer  heard  in  our  land. 
Far,  therefore,  from  my  grave  be  the  senseless  Rant  of 
whining  Fanaticism;  her  hated  and  successful  rival. 
Cant  and  Grimace  Dishonour  the  dead,  as  well  as  Disgrace 
the  living.  Let  the  monitor  within,  who  never  Deceives, 
alone  pronounce  my  Funeral  Oration ;  while  some  friendly 
hand  Deposites  my  poor  remains  close  by  the  ashes  of  my 
beloved  Daughter  Elizabeth,  with  whom  I  trust  to  share 
a  happy  Eternity. 

And  of  this  my  last  will  and  Testament  I  Constitute 
and  appoint  Captn.  George  West,  George  Outlaw,  Esqr. 
and  Mr.  Edward  Outlaw,  my  Executors — on  whose  Pro- 
bity, Honor,  and  Disintered  Friendship  I  entirely  rely  for 
the  faithful  Discharge  of  the  trust  I  repose  in  them — Be- 
ll 


12 


John  Alexander's  Will,  1795. 


Kind  of  education 
to  be  given  his 
daughters. 


Wishes  he  could 
free  his  slaves. 


seeching  them,  as  they  would  approve  themselves  to  him 
who  is  the  Father  of  the  Fatherless,  to  use  all  possible 
means  of  Inspiring  my  children  with  a  love  of  virtue,  and 
an  abhorrence  of  vice — Restraining  them  from  all  places 
and  persons  Dangerous  to  their  virtue  or  Innocency — Giv- 
ing them  an  Education  to  their  rank  in  life  suitable  and 
becoming — Let  their  books,  and  their  needles  be  their 
principal  companions  and  employ.  I  could  wish  the  laws 
enabled  me  to  do  more  for  my  wretched  and  unfortunate 
slaves  than  that  of  recommending  them  to  lenity  and  mild 
treatment. 

Be  to  their  faults  a  little  blind — 

Be  to  their  virtues  ever  kind. 

John  Alexander.1 
Bertie,  Apl.  4  1795. 


1  The  above  will  was  probated  at  August  term  of  Bertie  County- 
Court,  1799. 


1.  WARRENTON  ACADEMY  ASKS  STATE  AID. 

2.  DAVID  CALDWELL  ASKS  FOR  EXEMPTION  OF  HIS  STUDENTS 

FROM  MILITARY  DUTY. 


13 


1.    WARRENTON  ACADEMY  ASKS  STATE  AID. 

The  Memorial  and  Petition  of  the  Trustees  of  the  War- 
renton  Academy,  respectfully, 

incorporation.  SHEWETH, — That  in  the  year  1786  an  Act  passed  in 

the  General  Assembly  of  this  State,  directing  an  Academy 
to  be  erected  and  established  for  the  Education  of  Youth, 
under  the  Name,  Stile  and  Title  of  "The  Warrenton 
Academy" : — At  the  same  Time  Trustees  were  nominated 
and  appointed  thereto,  and  incorporated  after  the  usual 
Form  and  with  Similar  Powers  that  other  Bodies  politick 
and  corporate  are  by  Law  vested  and  established:  And 
in  Order  more  effectually  to  further  this  Salutary  Meas- 
ure, the  aforesaid  General  Assembly  authorized  and  em- 
powered the  Trustees  of  the  said  Academy  to  raise  by  Way 
of  Lottery  the  Sum  of  One  Thousand  Pounds  Currency, 
to  assist  in  defraying  the  expense  of  Buildings  and  other 
Coiitingences.  Your  Memorialists  beg  leave  to  represent, 
that  altho'  much  Pains  were  taken  to  carry  the  said  Lot- 

iniree \rovedrized  ter3r  *nto  e^  ect>  Jet  tney  Proved  abortive,  as  the  Number 
abortive.  0£  ^^jjg^  contained  therein  could  not  be  disposed  of  within 

the  limited  time ;  of  Course  no  publick  aid  has  been  virtu- 
ally given  to  this  laudable  Institution ;  which  Independant 
of  so  great  a  disappointment,  has  through  the  means  of 
individual  dona-     private  donations  and  individual  exertions  flourished  with 

tions  supported  . 

school  for  ten         o'reat  Reputation  upwards  of    len   Years,      lour  Memo- 
years  :  prepares        ox  j. 

universi/v1^ the  rialists  mean  not  to  raise  any  Competition  with  similar 
Institutions.  They  know  their  value,  and  how  justly  they 
deserve  encouragement: — Yet  they  venture  to  affirm,  none 
has  been  more  eminently  useful,  nor  is  any  one  better  cal- 
culated to  promote  the  desirable  purpose  of  preparing 
Youth  for  our  State  Seminary: — A  circumstance  they 
humbly  conceive  that  cannot  fail  of  attracting  Attention, 
and  inducing  Consent  to  their  present  prayer. 

Buildings  much  The  Building  of  the  Academy  is  in  so  decaved  a  state 

decayed  ;  appara- 
tus. 14 


Warkextojst  Academy  Asks  Aid,  1798.  15 

that  it  cannot  be  repaired  to  be  made  fir  and  suitable  for 
the  reception  of  the  JSTumber  of  Students  who  wish  to  re- 
sort there.  Your  Memorialists  with  great  deference  fur- 
ther represent,  that  the  Institution  is  already  furnished 
with  a  great  variety  of  Mathematical  and  Philosophical 
apparatus,  all  of  which  were  obtained  through  the  repeated 
exertions  of  liberal  Individuals,  and  some  small  private 
donations.  Those  resources  are  now  exhausted,  and  the 
Institution  needs  publick  patronage.  To  whom  then-  can 
they  so  properly  apply,  as  to  the  Representatives  of  a  Free  am  from  state 

d  r      r       j      l  i.    j  :  r  treasury  asked. 

People,  who  know  the  value  and  beneficial  Consequences 
resulting  from  an  early  Education  ?  They  are  the  more 
emboldened  to  do  so,  from  a  Hope  and  Belief  that  the 
Present  General  Assembly  being  animated  with  a  Zeal  to 
cherish  every  useful  Institution  any  former  one  thought 
proper  to  establish,  will,  after  this  Representation  made  to 
them  of  the  existing  State  of  the  Warrenton  Academy, 
direct  such  Aid  from  the  Treasury  as  in  their  Wisdom 
they  deem  meet. 

And  your  petitioners  will  pray,  etc. 

J.  G.  Bbeiiox,  Chairman. 

In  House  of  Commons  1  December  179 S  read  and  re-  ^j^!ty<m 
ferred  to  the  Committee  on  Finance. 

The  Committee  on  Finance  to  whom  was  referred  the  Aid  refused. 
Memorial  of  the  Trustees  of  the  Warrenton  Academy,  re- 
questing a  Donation  from  the  General  Assembly  to  enable 
to  erect  buildings  &c. 

REPORT, 

That  the  State  of  our  finances  will  not  authorize  grant- 
ing the  said  Donation;  They,  therefore,  recommend  that 
the  Trustees  aforesaid,  have  leave  to  withdraw  their  Me- 
morial. 

— From  Unpublished  Legislative  Documents,  1798. 


2.    DAVID  CALDWELL  ASKS  FOR  EXEMPTION  OF  HIS 
STUDENTS  FROM  MILITARY  DUTY. 

To  the  Honourable  the  General  Assembly, 

The  Petition  of  your  Petitioner,  humbly  sheweth, 

course  of  study  m        That  your  petitioner  hath  attended  a  small  seminary  in 

his  school.  «/  i  j 

Guilford,  in  which  was  taught  the  latin  and  greeck  lan- 
guages, and  also  the  sciences.  He  flatters  himself,  that  he 
met-  with  the  approbation  of  those  who  trusted  their  youth 
to  his  care. 
Exemption  asked.  jje  petitions  your  honorable  Body  that  the  students  un- 
der his  care  may  not  be  forced  from  their  Studies  by  any 
law  of  the  State,  except  in  case  of  an  invasion.  Your 
compliance  will  oblige  a  number  of  Gentlemen,  at  some 
distance  and  your  petitioner,  as  in  Duty  bound  shall  ever 
pray.  D.  Caldwell. 

Nov.  16  1798. 

— Unpublished  Legislative  Documents,  1798. 

The  Committee  to  whom  were  referred  the  revision  of 
the  Militia  laws, 

REPORT, 

committee  recom-        That  thev  have  taken  into  their  consideration  the  bill 

mend  granting  the  .    .  .  . 

exemption  asked,  granting  certain  privileges  to  the  seminary  of  learning 
in  the  County  of  Guilford.  That  they  recommend  to  your 
Honourable  Body  to  pass  the  said  Bill  into  a  law  afte': 
substituting  the  amendment- marked  A  herewith  submitted 
after  the  caption  of  said  Bill. 

Robert  Irwin,  Chm. 

In  Senate  Dec.  2,  1798,  road  and  concurred  with. 

Bejstj.  Smith,  Spk. 
— Legislative  Documents,  1798. 

16 


Exemption  fob,  Caldwell's  Students,  1798.  17 

An  Act  granting  certain  privileges  to  the  Seminary  of 
learning  in  the  county  of  Guilford. 

Be  it  enacted  by  the  General  Assembly  of  the  State  of  J}he  law'  ™EJ?8 

<J  <■  the  exemption. 

ISTorth  Carolina  and  it  is  hereby  enacted  by  the  authority 
of  the  same,  That  from  and  after  the  passing  of  this  act, 
the  students  who  now  are  or  'hereafter  may  be  in  the  semi- 
nary of  learning  in  the  countv  of  Guilford,  under  the 
direction  of  the  Rev.  David  Caldwell,  shall  enjoy  and 
exercise  all  the  privileges  and  immunities  that  students  in 
any  chartered  seminary  in  this  state  have  by  their  char- 
ters heretofore  granted,  a  right  to  possess  and  enjoy;  any- 
thing to  the  contrary  notwithstanding. 

—Lows  17 '98',  chap.  XCV. 


1800 

1.  CENSUS  OF  NORTH  CAROLINA  COUNTIES. 

2.  EDUCATIONAL  CONDITIONS. 


18 


1.     CENSUS  OF  JNOETH  CAROLINA  COUNTIES. 

Morgan  I)ist.  White.   Other  Free.   Slaves.  Total. 

Burke     9,103  52  826  9,929 

Buncombe    5,465  34  347  5,812 

Lincoln    11,137  IS  1,523  12,668 

Rutherford 9,681  13  1,072  10,753 

Wilkes    6,457  64  790  7,247 

Ashe     2,698  55  85  2,783 

44,305  236  4,643  49,184 

Salisbury  Dist. 

Rowan    17,221  35  2,839  20,060 

Guilford     8,537  40  905  9,442 

Rockingham     6,644  116  1,633  8,277 

Surry    8,500  21  1,005  9,505 

Stokes    9,587  63  1,439  11.026 

Iredell    7,348  17  1,508  8,856 

Cabarrus    4,395  2  699  5,094 

Montgomery    6,304  20  1,373  7,677 

Mecklenburg    8,451  15  1,988  10,439 


76,987 


329   13,389   90,376 


Hillsborough  Dist. 

Orange      

Randolph     

Wake    

Caswell     

Person 

Granville 

Chatham    


121,797 

116 

3,565 

16,362 

8,327 

202 

90'7 

9,234 

9,196 

324 

4,241 

13,437 

5,913 

26 

2,7SS 

8,701 

4,320 

123 

2,082 

6,402 

7,909 

329 

6,106 

14,015 

9,052 

102 

1,809 

11,861 

56,583 

1,222 

22,498 

80,303 

19 

20                                               Census  of  North  Carolina. 

Halifax  Dist.  White.  Other  Free.   Slaves.  Total. 

Halifax    6,706  635        7,239  13,945 

Nash    4,379  143         2,596  6,975 

Warren     .  .  5,272  136         6,012  11,285 

Franklin    1,831  0         3,698  8,529 

Edgecombe     6,516  106         3,905  10,121 

Northampton    6,111  539         6,209  12,353 

Martin    , 3,810  183         1,786  5,629 


37,691        1,712      31,115      69,136 
Edenion  Dist. 

Chowan    . 2,659 

Perquimans    3,688 

Pasquotank    ......  3,621 

Camden    3,021 

Currituck     5,398 

Gates    3,193 

Hertford 3,837 

Bertie 5,737 

Washington    1,661 

Tyrrell 2,536 

36,351        1,298      20,632      56.986 
Newbern  Dist. 

Craven    6,081 

Jones     2,390 

Carteret    1,181 

Hyde    3,125 

Beaufort 1,198 

Pitt 6,199 

Greene    . 2,722 

Lenoir    2,479 

Wayne    4,784 

Johnston    4,538 


67 

2,473 

5,132 

61 

2,020 

5,708 

234 

1,755 

5.379 

26 

1,170 

4,191 

114 

1,530 

6.928 

82 

2,688 

5.881 

415 

2,864 

6,701 

203 

5,512 

11,249 

63 

761 

2,422 

13 

859 

3,395 

328 

4,161 

10,245 

64 

2,949 

4,339 

108 

918 

5,399 

46 

1,404 

4,829 

190 

2,044 

6.242 

32 

2,885 

9,084 

27 

1,496 

4,218 

55 

1,526 

4.005 

84 

1,988 

6,772 

34 

1,763 

6,301 

40.300  96^      20.134      60.431 


Census  of  Xoeth  Carolina.                                               21 

Wilmington  Dist.  White.  Other  Free.   Slaves.  Total. 

Few  Hanover    .  .  .  3,002  94        4,058  7,000 

Brunswick    2,496  163         1,614  4,110 

Bladen     4,729  153         2,299  7,02S 

Duplin    4,932  55         1,864  6,796 

Onslow     3,809  0         1,814  5,613 


18,968 

464 

11,649 

30.167 

Fayette ville  Dist. 

Cumberland      .... 

6.541 

119 

2,723 

9,264 

Moore    

4,159 
4,748 

31 
25 

608 

875 

4,767 

Richmond     

5,623 

Anson     

6.856 

131 

1.290 

8,146 

Robeson    

5.841 

341 

998 

6,839 

Sampson     

5,007 

137 

1,712 

6,719 

33,152  784        8,206      41.358 

-From  Raleigh  Register,  Xov.  15,  1802. 


Only  three  classical 
schools  in  1794. 


if 


Praise  for  Cald- 
well's school. 


Course  of  study! 


Dearth  of  hooks  on 
history  and  litera- 
ture. 


Books  which  ga  'e 
Murphey  a  taste 
for  reading. 


2.    EDUCATIONAL  CONDITIONS. 

Before'  this  University  went  into  operation,  in  1794, 
there  were  not  more  than  three  schools  in  the  State,  in 
which  the  rudiments  of  a  classical  education  could  he  ac- 
quired. The  most  prominent  and  useful  of  these  schools 
was  kept  by  Dr.  David  Caldwell,  of  Guilford  County. 
He  instituted  it  shortly  after  the  close  of  the  war,  and 
continued  it  for  more  than  thirty  years.  The  usefulness 
of  Dr.  Caldwell  to  the  literature  of  North  Carolina  will 
never  be  sufficiently  appreciated :  but  the  opportunities  of 
instruction  in  his  school  were  very  limited.  There  was 
no  library  attached  to  it ;  his  students  were  supplied  with  a 
few  of  the  Greek  and  Latin  Classics,  Euclid's  Elements  of 
Mathematics,  and  Martin's  Natural  Philosophy.  Moral 
Philosophy  was  taught  from  a  syllabus  of  lectures  deliver- 
ed by  Dr.  Witherspoon  in  Princeton  College.  The  stu- 
dents had  no  books  on  history  or  miscellaneous  literature. 
There  were  indeed  very  few  in  the  State,  except  in  the 
libraries  of  lawyers  who  lived  in  the  commercial  towns. 
I  well  remember,  that  after  completing  my  course  of 
studies  under  Dr.  Caldwell,  I  spent  nearly  two  years  with- 
out finding  any  books  to  read  except  some  old  works  on 
Theological  subjects.  At  length  I  accidentally  met  with 
Voltaire's  history  of  Charles  the  twelfth  of  Sweden,  an 
odd  volume  of  Smollett's  Eoderic  Random,  and  an  abridg- 
ment of  Don  Quixote.  These  books  gave  me  a  taste  for 
reading,  which  I  had  no  opportunity  of  gratifying  until  I 
became  a  student  in  this  university  in  1796.  /Few  of  Dr. 
Caldwell's  students  had  better  opportunities  of  getting 
books  than  myself^ -aiid^  with  these  slender  opportunities 
of  instrTicTicdiTit  is  not  surprising  that  so  few  became  emi- 
nent in  the  liberal  professions.  At  this  day,  when  libraries 
are  established  in  all  our  towns,  when  every  professional 
man,  and  every  respectable  gentleman,  has  a  collection  of 

22 


Educational  Conditions,  1800.  23 

books,  it  is  difficult  to  conceive  the  inconveniences  under 
which  young  men  labored  thirty  or  forty  years  ago. 

From  an  "Oration  delivered  in  Person  Hall,  on 
Wednesday  the  27th  June,  1827 — under  the  appointment 
of  the  Dialetic  Society — by  the  Hon.  Archibald  D.  Mur- 
phey,  and  published  by  order  of  said  Society/'  ~ 

— Raleigh  Register,  July  2k,  1827. 


1801 

1.  RALEIGH  ASKS  STATE  AID  TO  ESTABLISH  ACADEMY. 

2.  NEW  BERN  ACADEMY  ASKS  STATE  AID. 


24 


1.    KALEIGH  ASKS  STATE  AID   TO  ESTABLISH  ACADEMY. 

To  the  Honorable  the  General  Assembly  of  the  State  of 
North  Carolina : 

The  petition  of  the  undersigned  Inhabitants  of  the  City 
of  Raleigh,  and  its  Vicinity, 

SHEWETH,  That  your  Petitioners,  fully  impressed  ^edof  a  school  m 
with  the  importance  of  affording  the  Means  of  Education 
to  the  Rising  Generation  and  lamenting  the  want  of  an 
Academy  at  the  Seat  of  Government  of  this  State  ( a  Place 
in  their  opinion  particularly  adapted  for  such  an  Institu- 
tion) in  which  Youth  of  both  Sexes,  might  be  taught,  at 
least,  the  most  useful  branches  of  Learning,  instead  of 
sending  them  to  a  Distance  to  be  educated,  as  at  present 
Parents  and  Guardians  are  under  the  Xecessity  of  doing: 
And  your  Petitioners  being  also  in  need  of  a  commodious 
room  or  Rooms  in  which  to  hold  meetings  of  a  public 
nature,  on  various  occasions,  they  pray  your  honourable 
Body  that  you  will  be  pleased  to  favor  the  Undertaking 
they  have  in  view  of  establishing  such  a  Seminary,  and 
of  erecting  such  Public  Buildings,  by  granting  unto  them,  Ask  for  a  lot. 
as  a  Scite  for  this  purpose,  one  of  the  public  Squares  of 
the  said  City ;  and  if  your  Petitioners  might  be  permit- 
ted to  designate  that  which  appears  to  them  most  conve- 
nient for  the  Occasion,  they  would  name  Burke  Square, 
situate  in  the  Xorth  Eastern  Part  of  the  City,  as  the 
most  eligible. 

Should  your  Honourable  Body  be  pleased  to  grant  the 
Prayer  of  your  Petitioners,  it  is  their  Intention  to  have 
made  immediately  a  Plan  and  estimate  of  the  contemplated 
Buildings,  and  to  open  a  subscription,  in  order  to  raise 
the  necessary  funds  for  the  erection  of  the  same,  which  they 

25 


26 


Raleigh  Academy  Asks  State  Aid,  1801. 


Signers  to  the 
petition. 


The  act  making 
donation. 


have   no   doubt  will   be   cheerfully   entered   into  by   the 
inhabitants  of  the  City  and  Neighborhood  generally. 
And  your  Petitioners  will  ever  pray. 

Raleigh,  Nov.  1801. 


II.  POTTEE. 

B.  Williams. 
Will.  Polk. 
Will.  White. 
Wm.  Armstrong. 
Robert  Fleming. 
Southy  Bond. 
John  Robateau. 
John  Powers. 
M.  Dillard. 
Willie  Jones. 
Lewis  Greene. 
J.  Marshall. 
James  Mears. 
G.  Guthrie. 
S.  Haywood. 
John  Ingles. 
Wm.  Glendening. 
S.  Wheaton. 
Wm.  Peace. 


R.  Phipps. 
Joshua  Suggs  Sen. 
J.  Peace. 
Willm.  Shaw. 
William  Boylan. 
H.  H.  Cooke. 
John  Hogg. 
Theol.  Hunter. 
Jo.  Gales. 
R.  Davison. 

C.  Massenburg. 
R.  Williams. 
Charles  Parrish. 

D.  McKeithen. 
John  Porter. 
Wm.  H.  Haywood. 
D.  Caswell. 

H.  W.  Auld. 
Wm.  Hill. 
John  Haywood. 


— Unpublished  Legislative  Documents,  1801. 

An  Act  to  establish  an  Academy  in  the  city  of  Raleigh. 

Whereas  the  establishing  public  Seminaries  of  learning 
for  the  purpose  of  educating  Youth,  is  essential  to  the 
happiness  and  prosperity  of  the  community,  and  therefore 
highly  worthy  of  legislative  attention: 

I.  That  John  Craven,  William  White,  Sherwood  Hay- 
wood, Theophilus  Hunter,  John  Ingles,  Nathaniel  Jones 
(White  Plains),  Matthew    McCullers,    William    Hunter, 


Raleigh  Academy  Asks  State  Aid,  1801.  27 

Simon  Turner,  Samuel  High,  Joseph  Gales,  John  Mar- 
shall, William  Boylan,  and  Henry  Seawell,  Esquires,  shall 
be  and  they  are  hereby  declared  to  be  a  body  politic  and 
corporate,  to  be  known  and  distinguished  by  the  name  of 
"The  Trustees  of  Raleigh  Academy." 


V.  That  the  public  square  of  land  lying  and  situate  The  lot. 
in  the  city  of  Raleigh,  and  distinguished  in  the  plan  of  said 
city  by  the  name  of  '"Burk  Square/'  be  and  the  same  is 
hereby  granted  to  the  Trustees  of  the  said  Academy,  and 
their  successors,  for  the  express  purpose  of  erecting  their 
Academy  and  other  buildings  thereon,  and  shall  have  abso- 
lute right  and  property  therein,  to  all  intents  and  pur- 
poses, as  fully  and  amply  as  bodies  politic  and  corporate 
can  and  may  have.  Provided  nevertheless,  that  they  shall 
have  no  power  or  authority  to  sell,  or  in  any  manner 
dispose  of  the  said  public  square. 

— Laws  of  North  Carolina,  1801. 


28 


2.  NEW  BERN  ACADEMY  ASKS  STATE  AID. 

To  the  Honorable  the  General  Assembly  of  the  State  of 
North  Carolina  The  Petition  of  the  Trustees  of  New 
Bern  Academy,  Humbly  Sheweth, 

school  house  That  your  petitioners  had  the  misfortune  to  have  the 

burned  some  years 

as°-  School-house  belonging  to  the  said  academy  burnt  down 

some  years  ago  and  not  having  sufficient  funds  to  rebuild 
the  same,  were  at  a  loss  for  some  place  as  a  School  House, 
and  when  the  Palace  Lots  were  sold  your  Petitioners  pur- 
chased a  part  of  a  lot  in  the  said  square  which  the  part  of 
the  kitchen '  stood  for  the  purpose  of  making  a  temporary 
school  house  until  they  should  have  it  in  their  power  to 
build  a  new  Academy,  for  which  they  gave  two  hundred 
and  twenty-five  pounds,  and  entered  into  two  bonds  for 
the  same,  one  for  75  pounds  payable  in  one  Year  and  an- 

Donation  asked  of  other  for  150  pounds  payable  in  two  years.  Your  peti- 
tioners took  up  and  paid  the  first  Bond  when  it  became 
due,  the  other  still  remains  in  the  hands  of  the  Comptroller 
unpaid.  Your  Petitioners  further  state  that  their  funds 
are  not  more  than  is  necessary  to  employ  proper  teachers 
in  the  said  Academy,  and  if  they  are  obliged  to  pay  up  the 
said  bond  it  would  prove  very  injurious  to  the  institution, 
which  has  proved  extremely  beneficial  and  advantageous 
to  the  town  and  country  around  by  affording  the  means  of 
education  to  a  Number  of  Children,  and  the  sum,  (it  being 
only  one  hundred  and  fifty  pounds)  is  no  object  to  the 
Public.  Your  Petitioners  therefore  pray  that  your  Hon- 
orable Body  will  take  the  same  into  your  serious  consid- 
eration and  direct  the  Treasurer  to  cancell  their  second 
bond  remaining  unpaid  as  aforesaid,  and  your  Petitioners 
as  in  Duty  bound  will  ever  pray. 

For  and  in  behalf  of  the  Trustees  of  Newbern  Academy. 

Geoec^e  Ellis,  Treasurer. 

— Legislative  Documents,  1801. 

28 


New  Bern  Academy  Asks  State  Aid,  1801.  29 

The  Committee  of  propo.  and  Grievances  Xo.  1.  to 
whom  was  referred  the  petition  of  the  Board  of  Trustees 
of  Xewbem  Academy 

REPORT, 

That  in  the  opinion  of  your  Committee  it  would  be  im- 
proper to  grant  their  prayers,  therefore,  recommend  the 
same  be  rejected. 

Submitted,  John  Moore,  Chm. 

In  the  House  of  Commons,  11  Dec.   1801. 
Resolved,  that  the  House  do  concur  with  this  report. 
In  Senate  11  Dec.  1S01,  the  foregoing  report  was  read 
and  concurred  with. 

Whereas  it  appears  to  this  General  Assembly  that  the  Report  of  commit- 

L  ■*■  u  tee  recommends 

Trustees  of  the  Xewbern  Academy  became  purchasers  of  genceonttie^ond 
a  certain  lot  of  land,  being  part  of  the  palace  square  m  ot  tru*tee*- 
the  town  of  Xewbern,  for  the  purpose  of  a  temporary 
Academy,  which  sold  for  the  sum  of  £225, — one-third 
of  which  sum  has  been  paid  by  the  Trustees,  into  the 
Treasury  of  the  State  at  the  time  it  became  due,  and  the 
other  two-thirds,  to  wit  £150 — being  still  due  and  owing 
by  the  said  Trustees,  who  are  desirous  of  building  an 
Academy  in  order  to  promote  to  the  uttermost  of  their 
power,  the  benefits  .that  ought  to  be  derived  from  that 
Institution  by  the  rising  generation ;  and  their  funds  not 
being  adequate  to  the  object  contemplated,  and  to  make 
immediate  payments  of  the  said  Bond,  and  that  a  suspen- 
sion of  the  demand  of  the  public  for  the  amount  of  the 
said  bond  would  the  better  enable  them  to  proceed  in  this 
undertaking — 

Resolved,  that  the  Treasurer  be  directed  not  to  bring 
suit  against  them  until  three  years  shall  have  expired  from 
this  date  and  that  they  shall  have  the  use  of  the  said  sum 
of  £150  free  from  Interest  for  the  aforesaid  term  of  time. 

Clerk's  entry:     Rejected.  Rejected. 

— Legislative  Documents,  1801. 


1802 

1.  GOV.  WILLIAMS'  MESSAGE  ON  EDUCATION. 

2.  JOSEPH  GRAHAM'S  PLAN  FOR  MILITARY  ACADEMY. 


30 


1.     GOV.  WILLIAMS'  MESSAGE   ON  EDUCATION. 

I  recommend  that  you  take  into  consideration  the  im-  V™  g fi^mlin^11" 
portance  of  facilitating  our  inland  navigation,  and  the  rwommmded. 
still  greater  importance  of  providing,  through  adequate 
and  suitable  means,  for  a  general  diffusion  of  learning 
and  science  throughout  the  State.  Through  the  accom- 
plishment of  the  first,  we  shall  add  to  the  respectability 
and  increase  the  wealth  of  the  State,  as  well  as  do  away, 
in  a  great  degree,  with  that  unpleasant  and  unseemly  state 
of  things  which  renders  us,  at  present,  necessarily  depend- 
ent on  our  sister  states  for  markets  and  for  merchandise. 
And  in  consequence  of  the  attainment  of  the  other,  a  far 
more  estimable  end,  independent  of  other  important  and 
interesting  considerations,  we  may  reasonably  indulge  the 
fond  and  nattering  hope,  that  our  posterity  will  be  enabled 
at  all  times,  and  on  all  occasions,  duly  to  appreciate  and  ^ 

J  -  L  Education  will  en- 

properly  understand  and  defend,  their  natural  civil  and  appreciateetheirt0 
political   rights :     In   fine,   that   with    enlightened   minds,  SgtT*  P°UtiCal 
and  the  consequent  love  of  freedom,  they  will  never  cease 
to  be  free. 

■ — From  the  House  Journal,  1802. 


'This  is  the  first  mention  of  education  in  Governor's  message  after 
1776. 


31 


32 


Plan  laid  before 
the  House. 


Action  of  the  Sen- 
ate ;  committees 
appointed. 


Plan  printed 
thanks. 


2.    JOSEPH  GRAHAM'S  PLAN  FOR  MILITARY  ACADEMY. 

Thursday,  Xov.  18,  1802.  The  Speaker  laid  before 
the  house  the  address  of  Joseph  Graham,  with  the  plan  of 
a  Military  Academy,  submitted  to  the  consideration  of 
the  Legislature. 

— House  Journal,  1802,  p.  6. 

Friday,  ]STov.  19,  1802.  Received  from  the  House  of 
Commons  the  following  message : 

Mr.  Speaker : — The  address  of  Joseph  Graham  herewith 
sent,  on  the  subject  of  a  military  academy,  we  propose 
shall  be  submitted  to  a  joint  committee ;  and  have  appoint- 
ed on  our  part,  Mr.  Moore,  Mr.  Calvin  Jones,  Mr.  Strud- 
wick,  Mr.  Scull  and  Mr.  Cooke.1 

The  foregoing  being  read,  it  was  Ordered,  That  the  fol- 
lowing message  be  sent  to  the  House  of  Commons : 

Mr.  Speaker : — We  agree  to  refer  the  address  of  Joseph 
Graham  on  the  subject  of  a  military  academy  to  a  joint 
committee  as  by  you  proposed ;  and  have  for  this  purpose 
on  our  part  appointed  Mr.  Turner,  Mr.  Carney  and  Mr. 
Ashe." 

— Senate  Journal,  1802,  p.  6. 

Resolved,  That  the  thanks  of  this  General  Assembly  be 
presented  to  Joseph  Graham,  Esq.  of  Lincoln  County,  for 
his  plan  of  a  military  academy  submitted  to  the  considera- 
tion of  this  Legislature,  and  that  this  resolution  be  an- 
nexed to  the  different  copies  directed  to  be  printed  of  said 
plan  for  the  information  of  the  citizens  of  this  State. 

— House  Journal,  1802,  p.  61. 


1  House  Committee  :  John  Moore,  Lincoln  ;  Calvin  Jones,  Johnston; 
William  F.  Struclwick,  Orange;  Henry  H.  Cooke,  Wake;  John  G. 
Scull,  Brunswick. 

2  Senate  Committee  :  James  Turner.  Warren  ;  Stephen  W.  Carney, 
Halifax  ;  Samuel  Ashe.  New  Hanover. 

32 


Graham's  Plan  for  Military  Academy,  1802.  33 

THE  FLAK 

1.  That   the   Governor,    for   the   time   being,    and    the  Trustees  of 
General  Officers  of  the  Militia,  be  perpetual  Trustees  of  the 
Academy ;  that  they  will  visit  it  from  time  to  time,  and 

assist  in  directing  such  arrangements  as  will  best  promote 
the  purposes  thereby  intended,  and  they  be  authorized  to 
contract  with  and  employ,  either  in  the  United  States  or 
Europe,  a  person  suitably  qualified  to  carry  into  effect  the 
following  plan  of  instruction  and  superintendence  of  the 
Academy ;  and  that  that  person  be  allowed  such  pay  and 
rank  as  will  procure  one  of  respectability  in  his  profes- 
sion. 

2.  That  the  "justices  of  the  peace,  arid  commissioned  cadets  to  be  chosen 

.   .   .      .  .  by  counties. 

officers  of  the  militia  in  each  regiment,  who  may  be  present 
at  the  court  that  will  be  held  in  their  county,  'after  the 
first  day  of  July  in  each  year  (due  notice  thereof  beiug 
given)  proceed  to  elect,  by  ballot,  a  young  man  between 
the  age  of  sixteen  and  twenty-five  years,  of  a  robust  con- 
stitution, promising  genius  and  good  character,  who  can 
write  a  good  hand,  and  compose  tolerably  well,  under- 
stands arithmetic  and  geography,  and  who  resides  and  will 
probably  continue  to  reside  within  the  bounds  of  said 
regiment. 

3.  That  on  a  return  being  made  of  the  persons  elected  classes. 
in  such  regiment,  the  first  time,  to  the  General  of  Division, 
they  shall  divide  them  by  lot  into  four  classes,  as  nearly 

as  may  be.  The  first  class  to  commence  on  the  first  day 
of  January  following  the  election;  the  second  class  on  the 
first  day  of  April,  and  the  others  in  rotation,  to  commence 
quarterly.  Each  class  to  attend  one  year,  from  the  time 
of  their  commencement,  except  such  time  as  may  be 
appointed  for  vacation. 

4.  That  such  provision  be  made  by  law  for  their  sup-  support  of  cadets, 
port   and   emolument,   as  will   indemnify  them   while   in 

service,  and  such  as  will,  together  with  the  prospect  of 
3 


34 


Graham's  Plan  for  Military  Academy,   1802. 


Duties  of  those  who 
complete  the 
course. 


Only  military 
training. 


future  promotion,  induce  young  men  of  the  first  respecta- 
bility to  offer  at  the  election. 

5.  That  every  young  man  who  shall  serve  with  repu- 
tation for  one  year  and  have  been  instructed  in  the  differ- 
ent branches  taught  in  said  Academy,  shall  have  a  certifi- 
cate thereof,  signed  by  the  President  or  Instructor  and 
receive  a  Brevet  from  the  Governor,  and  a  Sword  and  full 
suit  of  Regimentals,  at  the  expense  of  the  State ;  and  on 
returning  home  to  his  regiment,  he  shall  be  considered  as 
Adjutant  thereof,  until  he  receives  a  commission  of  higher 
grade.  And  when  more  than  one  such  person  is  educated 
for  each  batallion,  on  the  days  of  regimental  or  batallion 
musters,  the  Field  Officer  will  appoint  them  such  duties 
as  will  render  the  most  assistance  in  exercising  and  ma- 
noeuvring the  regiment  or  batallion ;  and  in  two  years  after 
the  commencement  of  the  institution,  it  shall  be  understood 
that  the  General  Officers  are  limited  to  persons  thus  in- 
structed, in  the  appointment  of  their  Aids,  Brigade-Ma- 
jors or  Inspectors,  and  generally,  all  appointments  in  the 
Staff  Department. 

G.  It  is  proposed  before  every  regimental  or  batallion 
muster,  that  the  officers,  non-commissioned  officers,  and 
musicians,  be  compelled  to  attend  and  be  instructed  by  the 
Adjutant,  such  time  as  will  be  thought  proper.  There  are 
in  North  Carolina  sixty  counties,  in  each  of  which  is  one 
regiment ;  and  about  twenty  counties  have  two,  making  in 
the  whole  about  eighty  regiments,  which  divided  into  four 
classes,  will  make  twenty  to  each  class,  or  thereabouts. 

PLAN  OF  INSTRUCTION. 

First   Class. 

It  is  proposed  to  teach  this  Class  the  Manual  Exercise 

(for   which   purpose,   muskets   and   bayonets   ought   to   be 

provided),   the  keeping  of  their  arms  and    accoutrements 

in   proper  order,   the   firing,   facing,   marching,   wheeling, 


Graham's  Plax  for  Military  Academy,  1802.  35 

and  whatever  may  be  performed  by  a  single  platoon ;  the 
duty  of  sentinels  on  guard,  the  duty  of  guards  in  mode  of 
relieving,  the  manner  of  going  and  relieving  the  rounds, 
the  duty  of  patrols,  and  generally,  whatever  may  relate 
to  the  duties  of  the  private  soldier,  non-commissioned  offi- 
cers and  musicians,  forms  of  company  returns  when  in 
service,  whether  for  provisions,  arms,  clothing,  pay,  or 
descriptive  lists. 

As  so  much  depends  on  accurate  knowledge  of  the 
Platoon  Exercise,  and  the  duty  of  non-commissioned  offi- 
cers and  soldiers,  it  is  thought  the  first  ihree  months  will 
be  time  short  enough  to  learn  these  duties.  And  let  it 
also  be  remembered,  that  in  an  army  of  20,000  men,  the 
accuracy  with  which  they  change  their  positions,  depends 
on  the  precision  of  the  movement  of  each  single  platoon, 
and  to  have  experienced  and  active  non-commissioned  offi- 
cers, is  esteemed  the  sonl  of  an  army.  It  is  unnecessary 
to  use  arguments  to  show  that  an  officer,  whatever  his  grade 
may  be,  ought  to  know  the  duty  of  each  subordinate  officer, 
and   of   the   common   soldier. 

Secoxd  Class. 
When  this  class  assembles,  the  first  class  will,  in  addi-  Military  instrac- 

,  -,  ,-i  i        •  '     •  i  i         tion  extended. 

tion  to  the  duties,  of  alternately  instructing  them  what 
they  have  been  taught  learn  manoeuvring  by  Regiment  or 
Batallion,  not  only  the  evolutions  in  Steuben's  Military 
Guide,  but  also  some  of  those  in  the  British  System  which 
were  not  wisely  laid  aside.  And  explanations  given  how 
they  are  applied  when  in  actual  service ;  forms  of  en- 
campment and  all  such  other  duties  as  are  performed  by  a 
single  regiment,  either  in  camp,  in  garrison,  or  in  the 
field  ;  forms  of  Court  Martials,  and  their  proceedings  ;  style 
and  manner  of  distributing  the  orders ;  likewise  forms  of 
returns  made  by  the  Adjutant,  and  returns  and  accounts 
which  may  be  in  the  Pay  Master,  Quartermaster,  Com- 
missary or  Hospital  Department,      And  while  in  this  class 


36 


Cavalry  instruc- 
tion added. 


Artillery  exercise 
engineering. 


Graham's  Plax  foe  Military  Academy,  1802. 

each  person  should  be  provided  with  a  well-bound  book  in 
order  to  take  down  in  form,  all  such  returns  and  accounts 
and  such  other  matters  as  are  hereinafter  mentioned. 

Third  Class. 

This  class  is  to  assist  in  instructing  the  first  and  second, 
and  themselves  to  learn  a  system  of  Cavalry  Discipline, 
such  as  that  published  by  General  Davie  and  sanctioned 
by  the  Legislature,  or  that  practiced  by  Colonels  Wash- 
ington and  Lee,  as  less  complex  and  better  adapted  to 
real  service  in  a  country  which  abounds  in  woods ;  or  per- 
haps some  plan  might  be  devised  from  them  both;  the 
duties  of  a  Partisan  who  commands  legionary  corps  com- 
posed of  cavalry  and  infantry ;  of  ambuscades  and  secret 
marches  and  stratagems  usually  practiced  to  surprise  an 
enemy;  of  reconnoitering  and  drawing  plans  of  a  country 
supposed  to  be  the  seat  of  war,  and  inferences  drawn 
showing  the  advantages  you  can  have  by  having  such 
plans  in  anticipating  the  enemies'  movements  and  regu- 
lating your  own ;  of  retreating  in  order  in  the  presence  of  a 
superior  enemy;  drawing  plans  of  the  smaller  kinds  of 
intrenchments  in  the  field  and  the  manner  of  fortifying 
Churches,  mills,  .farms,  fords,  difficult  passes,  with  the 
way  of  defending  them.  And  after  these  demonstrations 
are  gone  through  facing  about  and  finding  the  most  prac- 
tical and  best  method  of  attacking  and  carrying  them  if 
in  possession  of  an  enemy. 

Fourth  Class. 

This  class  is  to  learn  the  Artillery  Exercise,  the  use 
of  cannon,  carronades,  howitz,  mortars,  etc.,  and  generally 
(as  far  as  time  will  permit)  the  duty  of  Engineers,  and 
everything  learned  by  the  second  and  third  Classes,  on  a 
larger  scale :  such  as  fortifying  and  defending  villages, 
cities,  encampments  of  large  armies,  and  the  manner  of 
conducting  sieges,  choice  of  positions,  and  science  of  posts. 


Graham's  Plan  for  Military  Academy,  1802.  37 

And  at  this  stage  of  the  Institution  once  in  three  months 
when  the  weather  suits,  for  the  purpose  of  instructing 
them  in  the  duties  of  the  field,  the  students  ought  to 
march  out  about  a  fortnight  or  three  weeks  through 
the  country,  thirty  or  forty  miles  distant ;  which  would 
afford  an  opportunity  of  pointing  out  every  advantageous 
position  and  what  disposition  ought  to  be  made  were  an 
enemy  met  in  any  situation ;  or  if  they  were  found  at  a 
ford  or  other  strong  position  waiting  for  you  by  what 
method  you  could  most  easily  pass  or  dislodge  them.  The 
use  of  this  kind  of  exercise  will  appear  obvious.  When 
afterwards  traveling  by  himself,  a  student  can  not  pass  an 
advantageous  position  without  examining  it  minutely; 
and  at  any  place  by  a  glance  of  the  eye,  or  coup  d'oeil 
(as  the  French  call  it)  is  enabled  to  judge  of  the  best 
disposition  that  could  be  made  of  his  party  in  every  pos- 
sible  situation. 

That  a  suitable  number  of  Military  Books  be  provided  Literary  instruc- 

J  tion. 

at  the  expense  of  the  State  and  that  such  arrangements  be 
made  of  the  time  of  the  students  so  that  a  part  be  taken 
up  in  reading,  writing,  and  drawing  and  the  other  in 
exercise  and  recreations.  When  the  Institution  is  fully 
in  operation  it  is  proposed  that  the  students  be  divided 
into  small  companies  and  that  those  in  the  fourth  class  act 
as  officers  in  rotation ;  which  will  not  only  habituate  them 
to  teach  but  save  the  expense  of  employing  other  instruc- 
tors. The  most  exact  subordination  to  be  observed  and 
good   morals   be   inculcated   and   enforced.      All   kinds   of  Gambling  to  be 

forbidden. 

gaming  to  be  prohibited  except  such  athletic  exercises  as 
tend  to  invigorate  the  constitution  and  for  obvious  reasons 
the  game  of  chess ;  but  even  these  to  be  admitted  as  pastime 
and  not  with  a  view  of  gain. 

That   such   reo-ulations  be   established   as   will   prevent  Piling  to  be  pro- 

°  *■  hibited. 

Duelling  and   render   the   proposers,    aiders   and    abettors 

thereof  disgraceful ;  and  that  a  Court  of  Honor  be  com- 
posed out  of  the  third  and  fourth  classes  for  the  adjust- 


38  Graham's  Plan  foe  Military  Academy,  1802. 

merit  of  all  differences,  such  as  proposed  by  Mr.  Paley  for 
the  Army. 

rood  regulations.  Jn  order  to  pay  a  due  regard  to  economy  and  prevent 
the  students  from  acquiring  habits  of  luxury  and  effemi- 
nacy so  destructive  to  the  military  character,  it  is  pro- 
posed that  rations  be  provided  and  regularly  issued;  that 
for  the  first  and  second  classes  a  cook  be  allowed  for  every 
four ;  and  that  the  third  and  fourth  classes  be  allowed 
subalterns'  rations  and  a  cook  be  allowed  for  every  two. 
No  slave  or  person  of  color  to  be  admitted  as  cook  or 
waiter  in  the  Institution* ;  but  free  men  elisted  for  the 
purpose,  which  by  increasing  the  number  when  manoeu- 
vring will  enable  the  instructor  with  more  ease  to  demon- 
strate the  more  extended  operations  of  an  army.  Also  if 
the  proposed  Penitentiary  Law  should  pass  would  it  not 
be  policy  to  have  them  in  the  vicinity  of  it  in  order  to  do 
such  actual  military  duty  as  might  be  needed  ? 

That  no  student  be  permitted  to  board  in  the  neighbor- 
hood or  fare  otherwise  than  according  to  the  rules  of  the 
Institution,  while  in  health. 

Prudence  in  com-        As  the  persons  instructed  are  expected  to  command  free 

mand  to  be  taught.  . 

citizens,  who  have  not  been  habituated  to  subordination 
(so  essentially  necessary  to  give  energy  and  effect  to  mili- 
tary operations)  that  they  may  be  instructed  on  first  being 
vested  with  command  of  new  troops  to  proceed  with  the 
greatest  delicacy  and  prudence,  giving  no  orders  but  what 
every  intelligent  soldier  will  see  the  necessity  of,  and  when 
they  give  them,  to  do  it  in  a  firm,  decided  yet  unostenta- 
tious manner,  and  see  that  they  are  promptly  executed; 
and  in  case  of  disobedience  to  punish  the  delinquent  in 
such  way  as  prudence  will  suggest  and  authority  justify; 
whatever  complaints  may  be  made  on  such  occasions  such 
conduct  tends  to  promote  the  service  and  will  meet  the 
support  and  approbation  of  a  large  majority  who  are  well 
disposed   and   attached  to  order. 


*  Lest  you  educate  a  Toussaint  L'Overture. 


Graham's  Plan  for  Military  Academy,  1802.  39 

That  thev  may  be  instructed  to  pay  the  prof oundest  obedience  to  be 

"  .    .  inculcated. 

respect  and  exact  obedience  to  the  Civil  authorities  and 
that  to  be  orderly  members  of  civil  society  and  humane  to 
a  vanquished  enemy  are  reputed  the  concomitants  of  true 
honor  and  genuine  bravery.  That  if  ever  they  are  engaged 
in  war  they  endeavor  to  carry  it  on  with  as  much  lenity  as 
is  consistent  with  the  state  of  hostility  and  agreeable  to  the 
rules  which  humanity  formed  and  the  example  of  the  most 
civilized  nations  recommend ;  that  all  kinds  of  cruelty  or 
ill-treatment  of  prisoners,  or  citizens  or  waste  of  property 
that  has  no  tendency  to  weaken  the  resisting  force  is  to  be 
avoided  as  ungentlemanly  and  fix  an  indelible  stain  on  the 
arms  of  the  troops  guilty  of  such  conduct. 

Some  Objections  Anticipated. 

It  may  be  observed  that  since  the  peace  in  1783  our 
political  horizon  has  been  so  clear,  not  the  least  prospect  of 
war  in  any  quarter  with  the  United  States ;  why  then 
should  we  be  at  the  trouble  and  expense  of  establishing 
such  an  Institution ;  however  advantageous  it  might  be  at 
another  time  at  present  our  circumstances  do  not  appear 
to  require  it. 

It  is  admitted  that  at  no  period  since  the  Revolution 
were  our  prospects  of  peace  so  bright,  but  the  greatest  man 
our  country  has  produced  has  told  us :  "'that  a  time  of  peace 
is  the  time  to  prepare  for  war"  ;  then  surely  it  is  more 
necessary  to  qualify  a  suitable  number  of  scientific  officers 
to  command  us  than  to  store  up  naval  materials,  fix  ar- 
senals  and   provide   other   military   stores.       If  this   plan  Time  to  put  plan 

1  d  r         in  operation. 

should  be  adopted  the  benefits  resulting  from  it  would  not 
place  us  in  a  position  to  encounter  difficulties  sooner  than 
eight  or  ten  years  from  the  time  of  its  commencement  anel 
until  a  respectable  number  of  those  instructed  should  be 
promoted  to  the  grade  of  field  officers  anel  some  generals ; 
as  it  is  presumed  they  will  be  after  they  leave  the  Academy. 
If  their  conduct  appears  to  merit  it  they  will  generally  be 


40  Graham's  Plan  eok  Military  Academy,  1802. 

promoted  in  case  of  vacancy,  and  when  there  are  six  or 
eight  to  a  regiment  of  persons  so  instructed,  if  called  into 
service,  of  a  few  weeks,  they  will  transform  the  whole 
militia  into  a  formidable  and  tolerably  regular  army,  when 
commanded  by  such  officers ;  and  notwithstanding  the  fair 
prospects  at  present,  before  ten  years  hence  we  may  be  in- 
volved in  the  most  perilous  situation, 
win  not  always  War  is  often  produced  by  the  most  trifling  incidents  and 

have  peace.  .  ...  . 

arises  from  causes  which  no  political  sagacity  can  foresee. 
Of  this  history  furnishes  many  examples.  We  have  en- 
joyed peace  for  twenty  years ;  that  it  should  continue  so 
long  again  we  can  scarcely  expect.  I  believe  that  for  the 
last  century  no  nation  in  Europe  has  enjoyed  peace  for 
forty  years  at  one  time.  What  reason  have  we  then  to 
flatter  ourselves  that  we  shall  always  continue  in  our 
present  happy  condition  and  make  no  preparation  to  meet 
adverse  fortune  ?  On  the  article  of  expense  let  us  coin- 
pare  the  advantages  resulting  from  the  measure  with  the 
danger  of  neglecting  it.  I  should  not  be  charged  with 
exaggerating  to  suppose  that  before  twenty  years  hence 
the  lives  of  ourselves,  of  our  children,  the  security  of  our 
property,  nay  perhaps  even  our  political  existence  as  a 
free  people  might  depend  upon  the  military  knowledge  of 
those  who  command  us  in  the  field.  Shall  we  then  toil  to 
acquire  property '{  Shall  we  expend  considerable  sums 
every  year  in  forming  salutary  laws  to.  regulate  this  prop- 
erty and  protect  our  persons  ?  Shall  we  be  so  anxious  to 
preserve  our  excellent  constitutions  and  the  greatest  privi- 
leges ever  enjoyed  by  a  nation ;  and  are  we  to  hold  this  and 
everything  dear  to  us  on  so  precarious  a  tenure  as  the  pro- 
tection afforded  by  our  militia  as  at  present  trained  ? 
Expense  of  plan  Surely  any  reasonable  expense  would  bear  no  proportion 

aimtagesin  case  ^  i\ie  probable  advantage  in  case  of  war.  In  private  life 
we  find  it  is  necessary  to  expend  a  part  of  our  property 
to  render  the  other  part  valuable  to  us.  What  would  we 
think  of  a  farmer  who  would  manure  his  land,  work  it 


Graham's  Plan  foe  Military  Academy,  1802.  41 

well  in  the  proper  season  and  pay  no  attention  to  his  fences, 
but  suffer  them  to  rot  and  his  crop  to  be  destroyed  because 
it  would  take  some  money  to  employ  some  person  to  make 
rails  enough  to  make  a  good  fence  ?  Would  Ave  say  he 
acted  prudently  or  wisely  in  saving  his  money  or  that  he 
was  a  good  economist  ?  In  a  national  view,  the  parallel 
will  apply  with  equal  force. 

Whatever  mav  be  your  decision  on  these  propositions  No  personal  inter- 

.  .  est  in  the  plan. 

the  undersigned  is  not  a  cent  gainer  or  loser  more  than  the 
rest  of  his  fellow  citizens;  but  finding  those,  whose  busi- 
ness it  is,  neglecting  to  bring  forward  anything  that  will 
remedy  our  defects  in  discipline ;  and  being  impressed 
with  the  necessity  of  something  being  done,  and  solicitous 
that  our  government  be  preserved  to  the  latest  ages  in  its 
present  happy  form ;  and  anxious  that  if  ever  his  country 
should  be  engaged  in  war,  the  lives  of  his  fellow  citizens 
and  the  cause  of  his  country  should  not  fall  a  sacrifice  to 
the  ignorance  of  those  who  should  command,  he  has  deem- 
ed it  a  duty  respectfully  to  offer  his  thoughts  on  this  sub- 
ject. 

I  am,  gentlemen,  with  the  highest  respect  and  esteem, 
your  most  obedient,  humble  servant. 

Joseph  .  Graham. 

Vesuvius  Furnace,  August   25,   1S02. 

— From    Gen.   Joseph    Graham    and  his  Revolutionary 
Papers,  pp.  127  et  seq. 


1803 

1.  GOV.  TURNER'S  MESSAGE  ON  EDUCATION. 

2.  DUDLEY'S  BILL  TO  ENCOURAGE  ACADEMIES. 

3.  OTARRELL'S    BILL    TO    ESTABLISH    ACADEMIES    IN    EACH 

COUNTY. 


42 


1.    GOV.  JAMES  TURNER'S  MESSAGE  0>  EDUCATION. 

As  the  most  certain  way  of  handing  down  to  our  latest  Education  the  foe 

.'  .  .of  tyranny  and  the 

posterity,  our  tree  republican  government,  is  to  enlighten  surest  basis  of 

r  J>  1  to  .  .     liberty. 

the  minds  of  the  people,  and  to  preserve  the  purity  of  their 
morals,  too  much  attention  can  not  be  paid  to  the  educa- 
tion of  youth,  by  promoting  the  establishment  of  schools 
in  every  part  of  the  State.  Education  is  the  mortal  enemy 
to  arbitrary  governments,  and  the  surest  basis  of  liberty 
and  equal  rights. 

— House  Journal,  1803. 


43 


2.  DUDLEY'S  BILL  TO  ENCOURAGE  ACADEMIES. 

?roprosedacademies  A  Bil1  to  vest  in  tne  different  Superior  Court  Districts 
of  the  State  such  property  as  may  escheat  to  the  State, 
for  the  purpose  of  supporting  and  encouraging,  a  seminary 
or  seminaries  of  learning  in  each  District  in  this  State 
and  for  other  purposes. 

esck^ated°property      -^e  ^  enacted  by  the  General  Assembly  of  the  State  of 

taineacad^mies.r  North  Carolina  and  it  is  hereby  enacted  by  the  authority 
of  the  same,  that  in  future  all  sum  or  sums  of  money  that 
shall  be  collected  from  the  sale  of  such  property  as  have 
heretofore  escheated  to  the  State,  One  moiety  of  such  sums 
shall  be  paid  to  the  trustees  of  the  University  of  the 
State  of  North  Carolina,  for  the  purpose  of  finishing  and 
completing  the  buildings  of  the  aforesaid  University. 

And  be  it  further  enacted  by  the  authority  aforesaid 
that  the  moiety  of  such  property  as  have  heretofore 
escheated  shall  be  paid  in  equal  portions  to  the  trustees  of 
such  seminaries  of  learning  as  are  already  or  may  hereafter 
be  established  in  each  Superior  Court  District  in  this  State 
for  th°.  purpose  of  supporting  such  seminary  or  seminaries, 
in  such  Superior  Court  Districts. 

go  t"theSaclde- t0  And  be  it  further  enacted  by  the  authority  aforesaid, 
that  all  property  which  may  hereafter  escheat  to  the  State 
and  after  the  passing  of  this  act  shall  be  vested  in  the  dif- 
ferent Superior  Court  Districts  in  which  such  property 
may  escheat ;  the  monies  arising  from  the  sale  thereof  shall 
be  applied  for  the  sole  use  and  benefit  of  the  seminary 
or  seminaries,  within  said  District  by  the  Trustees  thereof. 

have\ts™aret0  And  be  it  further  enacted,  that  where  there  is  at  this 

time  no  seminary  of  learning  established  in  the  District 
in  which  said  property  may  escheat,  the  monies  arising 
from  the  sale  thereof  shall  vest  in,  and  be  considered  wholly 
belonging  to  the  different  counties  composing  said  District 
by  an  equal   distribution,   among  the   respective   counties 

44 


Bill  to  Encourage  Academies,  1803.  45 

thereof — under  such  rules  and  regulations  and  be  applied 
in  the  manner  which  the  County  Courts  may  direct. 

And  be  it  further  enacted,  that  there  shall  be  appointed  KsSer  in 
a  proper  person  in  each  District  in  this  State  a  Commis- 
sioner of  escheated  property  where  the  same  has  not  been 
done  by  an  act  of  the  last  General  Assembly  and  the  per- 
son so  appointed  shall  give  bond  and  security,  in  the  man- 
ner which  is  now  required  by  law ;  and  such  appointments 
shall  be  made  from  time  to  time  as  may  be  found  necessary, 
by  joint  ballot  of  the  General  Assembly. 

And  be  it  further  enacted  that  all  Acts  and  clauses  of 
acts  which  come  within  the  meaning  of  this  act  be  and  the 
same  is  hereby  repealed  and  made  void. 

In  Senate  Decern.  21st  1803.     Read  the  first  time  and  clerk's  entries  on 

n  bill ;  its  failure. 

passed. 

In  House  of  Commons  21  Deer.  1803  read  the  first  time 
*    and  rejected. 

— Unpublished  Legislative  Documents,  1803. 


3.     O'EARRELL'S  BILL  TO  ESTABLISH  ACADEMIES  IN  EACH 

COUNTY. 


One  academy  in 
each  county. 


A  Bill  to  establish  an  Uniform  and  general  system  of 
Education  throughout  the  State  of  North  Carolina. 

o 

Section  1.  Be  it  enacted  by  the  General  Assembly 
of  the  State  of  North  Carolina  and  it  is  hereby  enacted  by 
the  authority  of  the  same,  that  from  and  after  the  passing 
of  this  act,  there  shall  be  an  academy  established  in  each 
county  in  this  State,  to  be  called  the  academy  of  Sciences 
of  the  county  of 

So^lacTtenffHlges;      Sec.  2.     That  the  course  of  education  to  be  established 

taught.  may  '  in  said  academies  shall  consist  of  the  study  of  the  English 
language,  writing,  arithmetic,  Mercantile  book  keeping, 
geometry,  trigonometry,  mensuration  or  surveying,  navi- 
gation, geography,  natural  and  experimental  philosophy 
and  the  laws  of  North  Carolina.  That  the  study  of  the 
dead  languages  as  being  useless  in  a  republican  govern- 
ment and  a  great  waste  of  time,  shall  form  no  part  of  the 
course  of  education  of  the  academies  of  Sciences,  That 
the  study  of  the  French  language  would  be  very  useful 
and  ornamental  to  the  citizens  of  this  State,  therefore, 
when  the  funds  of  the  academy  of  sciences  of  any  county 
will  admit  of  the  expense,  a  teacher  of  that  language  should 
be  added. 

Trustees.  gEC_  3  That  the  Justices  of  the  Peace  and  Field  Offi- 
cers of  each  county  with  such  persons  as  the  court  shall 
from  time  to  time  think  proper  to  appoint  shall  form  a 
body  politic  by  the  name  of  the  trustees  of  the  academy 
of  Sciences  of  the  county  of 

corporate  powers.  gEC>  4  That  they  shall  have  perpetual  succession  and 
a  common  seal,  may  sue  and  be  sued  in  any  court  of  law 
or  equity  in  the  State  or  elsewhere,  that  they  may  receive 
donations  of  lands,  houses  or  other  property,  buy  land, 
agree  with  workmen  for  the  building  and  repairing  of 
houses,    fix   the   salaries   of  teachers,   the   sum   that   each 

46 


Bill  to  Establish  County  Academies,,  1803.  47 

scholar  will  have  to  pay  annually,  and  also  every  other 
thing  necessary  to  the  good  government  of  the  said  acade- 
mies. 

Sec.  5.  That  all  landed  property  acquired  by  the  g™J2§55gSrty 
academy  of  Sciences  of  any  county  by  donation  or  pur- 
chase shall  remain  attached  to  the  said  academy  forever, 
and  be  rented  out  from  year  to  year,  for  the  use  of  said 
academy  to  the  highest  bidder.  Provided  nevertheless, 
that  any  property  given  for  a  particular  purpose,  shall  be 
applied  to  the  use,  and  in  the  manner  ordered  by  the  will 
or  deed  of  the  giver. 

Sec.  6.     That  one-third  of  the  trustees  of  the  academy  Quorum  of  Trus- 

'     tees. 

of  Sciences  of  any  county,  assembled  at  the  court  house 
of  said  county  or  elsewhere  by  adjournment,  shall  have 
power  to  make  laws  and  regulations  for  the  government  of 
■said  academy,  appoint  a  treasurer  and  other  officers. 

Sec.  7.      That  in  any  county  where  the  trustees  of  the  gS**£g when 
academy  of  Sciences  of  said  county,  shall  have  neglected 
to  act  in  their  corporate  capacity,  the  court  of  that  county 
shall   receive  and   appropriate  all  donations  made  to  the 
academy  of  Sciences  of  that  county. 

This  act  shall  commence  and  be  in  force  from  and  after 
the  passing  thereof.1 

In  House  of  Commons  10  Deer.  1803  read  the  first  time  ggJJ^Sik. 
and  passed. 

In  Senate  10  December  1803,  read  the  first  time  and 
passed. 

In  House  of  Commons  13  Deer.  1803  read  the  second 
time  and  rejected. 

— Unpublished  Legislative  Docume.ds.  1803. 


YTh\s  bill  makes  no  provision  for  any  certain  revenue  for  the  sup- 
port of  the  academies. 


1804 

1.  GOV.  TURNER'S  MESSAGE  ON  EDUCATION. 

2.  "SENTINEL"  ON  EXTRAVAGANCE. 


48 


1.    GOV.  JAMES  TURNER'S  MESSAGE  0>  EDUCATION. 

It  is  a  truth  founded  on  the  experience  of  the  age,  that  Desires  to  see  a 

i  o    '  plan  of  education 

knowledge  is  one  of  the  firmest  pillars  of  national  strength ;  mtroduced- 
and  believing  that  nothing  would  tend  more  to  the  adorn- 
ment of  the  character  and  respectability  of  this  state,  than 
a  general  diffusion  of  learning,  I  am  desirous  of  seeing  a 
plan  of  education  introduced,  which  shall  extend  itself  to 
everv  corner  of  the  state.  It  is  true  that  many  respectable 
academies  have  been  instituted  in  different  parts  of  the 
state ;  but  it  is  also  true,  that  several  of  them  have  failed 
for  the  want  of  sufficient  support,  and  others  are  in  a  lan- 
guishing state.      Since  the  prosperity  and  happiness  of  a  Prosperity  and 

°  D  l         ±  v  ±1  happiness  depend 

nation  depends  so  much  on  the  education  of  its  citizens,  sTateoughtto  aid 
individual  exertions  ought  to  be  seconded  by  public  patron-  vidiilas'rts  °f  mdi" 
age.     Were  this  the  case,  our  schools  would  be  placed  on  a 
solid  foundation ;  and  the  children  of  the  poorest  citizens 
might  have  access,  at  least,  to  necessary  instruction.      The 
best  method  of  effecting  this  desirable  end,  will  be  devised 
by  the  General    Assembly.      It   cannot,   I    know,   be    ac- 
complished without  an  addition  to  our  revenue ;  but  cer-  ^J6^?6 &edi" 
tainly  every  citizen  will  be  willing  and  desirous  to  con- 
tribute towards  an  expense  so  well  applied. 

— House  Journal,  180^. 


49 


2.    "  SENTINEL  "  ON  EXTKAVAGANCE. 

To  the  Citizens  or  Electors  of  the  Legislature  of  North 
Carolina. 


Sees  disaster  in  the 
increasing  salaries 


I  think  it  is  time  to  awake  and  open  your  eyes  of  under- 
LegisSture*0     e   standing,  and  see  the  approaching  bane  of  distress  in  its 
tender  bud,  before  it  gets  a  strong  root. 

If  I  am  rightly  informed,  what  has  ruined  monarchical 
and  republican  governments,  has  been  extravagancy;  the 
means  of  heavy  taxes — and  I  think  our  State  is  making 
some  progress  in  that  road  of  destruction. 

I  am  informed  our  Legislature,  at  their  last  session, 
allowed  each  member  per  day  for  his  attendance,  thirty 
shillings.  A  member's  wages,  when  we  were  under  his 
Britannic  majesty's  government,  was  seven  shillings  and 
six  pence  per  day,  and  a  dollar  was  worth  eight  shillings. 

The  progress  of  our  Legislature  respecting  their  wages, 
vote  againlnhose  since  peace  was  proclaimed  between  Great  Britain  and 
the  United  States  of  America  has  been  as  follows,  viz. : 
Their  first  allowance  was  twenty  shillings  per  day,  and  a 
dollar  was  then  worth  twelve  shillings ;  their  next  rise  was 
to  twenty-five  shillings,  and  our  currency  had  appreciated 
to  ten  shillings  a  dollar ;  and  their  next  rise  was,  as  above 
inserted,  to  thirty  shillings. 

Fellow  citizens,  I  think  it  is  time  to  be  alarmed,  and 
shew  our  resentment,  and  to  reject,  at  our  next  election, 
every  man  who  voted  in  favour  of  thirty  shillings,  or  per- 
haps at  the  next  assembly  they  will  allow  each  member 
thirty-five  shillings  per  day. 

Sentinel. 

[The  name  of  the  author  of  the  above  is  left  with  the  Printer.] 

— From  Raleigh  Register,  May  7,  180 J/.. 


Details  of  the  in 
crease  in  salaries 


responsible  for 
increase. 


50 


1805 

1.     GOV.  TURNER'S  MESSAGE  ON  EDUCATION. 


51 


Asks  that  some 
general  and  effec- 
tive plan  ot  edu- 
cation be  adopted. 


Schools  can  not 
flourish  if  left  to 
individual  effort 
alone. 


1.  GOV.  TURNER'S  MESSAGE  ON  EDUCATION. 

But  more  especially,  let  me  again  recommend  to  the 
serious  consideration  of  the  General  Assembly  the  proper 
education  of  the  youth  of  the  State,  upon  some  plan  that 
shall  be  general  and  effective,  whether  by  affording  some 
uniform  support  to  one  or  more  well  regulated  school  or 
schools  in  every  county  in  the  State,  after  the  example  of 
our  sister  State  South  Carolina,  or  in  some  other  adequate 
mode,  is  submitted  to  your  wisdom.  It  is  evident  that 
the  situation  of  our  State  in  this  respect  calls  for  legisla- 
tive aid ;  for  though  it  must  have  given  pleasure  to  every 
friend  of  science  and  good  government,  to  observe  of  late 
years  schools  springing  up  in  many  parts  of  our  country, 
yet  it  must  also  have  pained  him  to  see  that  when  left  to 
the  support  of  individual  patriotism  alone,  they  have  too 
frequently  languished  and  sunk  for  want  of  competent 
patronage  and  well-qualified  Teachers.  Under  the  pro- 
tection of  government,  it  is  presumed,  those  fundamental 
institutions  in  which  our  youth  would  not  only  be  taught 
the  elements  of  useful  knowledge  but  the  i>rinciples  of 
virtue,  and  on  which  perhaps  depend  the  future  prosperity, 
happiness  and  freedom  of  the  State,  would  be  completely 
upheld. 

— From  Message  to  Assembly,  1805,  House  Journal. 


52 


18G6 

1.     GOV.  ALEXANDER'S  MESSAGE  ON  EDUCATION. 


53 


1.    GOV.  NATHANIEL  ALEXANDER'S  MESSAGE  ON 
EDUCATION. 

infinitely  impor-         Permit  me,  gentlemen,  to  call  your  attention  generally 

tant  that  the  peo-  .         . 

pie  be  enlightened,  to  those  objects,  the  proper  management  of  which  is  calcu- 
lated to  secure  our  liberities,  our  personal  happiness,  and 
the  wealth  and  respectability  of  the  State. 

On  the  subject  of  education,  little  can  be  said  which  has 
not  been  said  already  by  my  predecessor.  But  I  will  take 
the  liberty  to  observe,  that  in  a  government  constituted 
as  ours,  where  the  people  are  everything,  where  they  are 
the  fountain  of  all  power,  it  becomes  infinitely  important 
that  they  be  sufficiently  enlightened  to  realize  their  inter- 
ests, and  to  comprehend  the  best  means  of  advancing  them. 
Indeed,  it  may  be  affirmed  with  truth,  that  unless  they 
be  informed  the  duration  of  their  liberties  will  be  precari- 
ous, their  enemies  will  seduce  them  from  the  pursuit  of 
their  true  interests,  or  their  own  prejudices  lead  them 
into  fatal  dangers. 

— House  Journal,  1806. 


54 


1807 

1.     GOV.  ALEXANDER'S  MESSAGE  ON  EDUCATION. 


1.  GOV.  ALEXANDER'S  MESSAGE  ON  EDUCATION. 

^^f^o™-iw°r       The  common  obieets  of  legislation  may  be  comprised 

in  trie  fiappiness  «i  o  j  i 

of  the  community.  wldeT  {h&  following  heads .  Education.  Internal  Improve- 
ment, the  Security  of  Property,  and  the  Punishment  of 
Crimes.  Your  attention  has  often  been  awakened  to  these 
several  subjects;  therefore  it  is  unnecessary  for  me,  at  this 
time,  to  comment  upon  them ;  yet  they  are  worthy  of  your 
consideration ;  for  on  the  manner  in  which  they  are  ac- 
complished, eventually  must  depend  the  happiness  of  the 
community. 

— House  Journal,  1S07. 


56 


1808 

1.     GOV.  WILLIAMS'  MESSAGE  ON  EDUCATION. 


57 


1.     GOV.  BENJAMIN  WILLIAMS'  MESSAGE  ON  EDUCATION. 

Education  and  I  will  trespass  no  longer  on  your  patience,  but  will  close 

internal  improve-  _  •_  .       . 

ments  of  primary    this  communication  by  wishing  you  a  happy  session,  and 

importance.  d  D  d  rrj 

by  observing  that  the  proper  Education  of  the  Youth  of 
our  Country,  and  the  improvement  of  our  internal  Naviga- 
tion, are  objects  of  such  primary  importance  as  justly  to 
have  a  first  claim  to  your  attention. 

— House  Journal,  1808. 


58 


1809 

1.     GOV.  STONE'S  MESSAGE  ON  EDUCATION. 


5y 


1.     GOV.  DAVID    STONE'S   MESSAGE   ON   EDUCATION. 

importance  of  Next,  and  second  only,  to  the  support  of  our  independent 

education.  1  1 .  .  .  ,..,  ii- 

Kepublican  Government,  m  purity  of  principle  and  undi- 
minished rights,  is  the  importance  of  such  provisions  for 
the  education  of  our  Youth,  as  will  afford,  in  certain  pros- 
pect, the  grateful  anticipation,  that  independence  gained 
by  the  toil,  the  blood  and  treasure  of  our  fathers  and  broth- 
ers confirmed  and  supported  by  our  own  best  efforts,  will 
be  transmitted  to  our  sons,  prepared  by  their  education  to 
manage  its  concerns  with  dignity  and  skill,  and,  when  re- 
quired by  just  occasion,  to  support  it  with  firmness  and 
valour, 
university  and  The  liberalitv  of  your  predecessors  has  done  much  for 

subordinate  schools  ■/  «/  x 

should  be  fostered.  ^e  cause  of  letters  and  science,  by  the  establishment  of  a 
Seminary  for  giving  instruction  in  the  higher  branches 
thereof,  within  our  State,  But  much  remains  to  be  done, 
as  well  for  the  perfecting  of  the  Seminary,  as  for  the  more 
extensive  establishment  and  distribution  of  subordinate 
schools.  Nor  will  it  be  forgotten  in  your  labors  upon  this 
subject,  that  letters  and  science,  though  useful  as  lights 
to  enable  a  sound  heart  to  shape  a  safe  and  beneficial  course 
through  the  voyage  of  life,  are  mere  delusions  when  not 
controlled  and  directed  by  correct  moral  principle,  chas- 
tened and  purified  by  the  precepts  of  our  holy  Religion.  *  * 

education68 °f  While  it  is  equally  unnecessary  and  impracticable  to 

enumerate  all  the  advantages  which  may  be  confidently 
hoped  from  judicious  establishments  and  plans  of  educa- 
tion among  ourselves,  it  may  not  be  improper  to  give  a 
transient  view  of  some. 

They  afford  our  country  a  more  extensive  choice  and 
general  command  of  virtues  and  talents,  for  the  direction 
of  her  affairs,  by  more  extensively  unfolding  and  display- 
ing the  germs  of  excellence  in  the  minds  of  her  youth. 

They  impress  upon  the  more  advanced  and  elderly,  the 
propriety  and  necessity  of  exemplary  deportment. 

60 


Stone's  Message  ox  Education,  1S09.  HI 

Relieve  parents  from  much  of  the  anxiety  and  uneasiness 
of  distant  separation  from  their  children. 

Save  a  considerable  amount  of  our  circulating  medium 
among  strangers. 

Prevent  the  impression  upon  the  minds  of  our  youth, 
of  unreasonable  predilections  in  favor  of  alien  institutions 
and  manners,  as  well  as  of  prejudices  against  those  of  our 
own  state,  and  against  the  condition  of  society,  of  which 
their  interest  and  duty  require  them  to  become  members. 
Enable  them  to  acquire  an  early  and  more  intimate  knowl- 
edge of  our  own  municipal  institutions,  by  being  situated 
where  those  institutions  are  more  often  the  subject  of  con- 
versation and  enquiry.  Attach  the  respect,  gratitude  and 
reverence  of  our  youth  to  persons  and  places  within  our 
own  limits,  as  being  their  guides  to  science  and  virtue,  and 
the  scenes  of  the  juvenile  exertions  and  amusements,  and 
give  them  a  more  intimate  knowledge  of  the  principles 
and  talents  of  those  with  whom  they  are  afterwards  to  act 
in  scenes  of  real  business. 

— House  Journal,  1809. 


1810 

1.  GOV.  STONE'S  MESSAGE  ON  EDUCATION. 

2.  EDUCATION  IN  CASWELL  COUNTY. 

3.  EDUCATION  IN  EDGECOMBE  COUNTY. 

4.  EDUCATION  IN  NORTH  CAROLINA. 


62 


1.     GOV.  STONE'S  MESSAGE  0>  EDUCATION. 

The  education  of  our  youth  of  both  sexes,  as  indissolubly  Because  educa- 

•'  '  /    tional  facilities 

connected  with  the  vital  principles  of  our  Institutions,  will  ^'^TTY1,?^ 

■T  r  j  late  the  task  is  not 

deserve  an  important  place  in  your  deliberations.  Those  yet  flmslied- 
of  us  who  can  look  back  a  few  years,  must  view  with  heart- 
felt satisfaction,  the  multiplied  facilities  afforded  at  this 
time  for  procuring  a  virtuous  education,  beyond  what  then 
existed  among  us.  But  I  trust  we  shall  never  consider 
our  task  as  finished,  until  preparation  shall  be  made,  and 
opportunity  afforded  for  the  most  obscure  members  of 
society  to  procure  such  a  portion  of  instruction  for  their 
offspring,  as  shall  enable  them  satisfactorily  to  discharge 
the  most  important  duties  in  society.  It  is  by  this  alone 
that  our  country  can  obtain,  in  the  management  of  its  high 
concerns,  the  full  benefit  of  that  dispensation  of  intelli- 
gence which  shall  be  made  to  it. 

House  Journal,  1810. 


63 


2.    EDUCATION  IN  CASWELL  COUNTY. 


From  1750  to  1775 
not  one-third  peo- 
ple could  read  : 
much  improve- 
ment since. 


Robt.  H.  Childers' 

work  as  a  teacher. 


Caswell  academy 
and  its  teachers." 


The  progress  of  society  and  civilization  depends  upon  the 
education  and  virtue  of  the  people ;  great  improvements . 
therefore,  have  been  made  since  the  first  settlement  of  th? 
county.  From  1750  to  twenty-five  years  after,  it  is  com- 
puted that  not  more  than  one-third  of  the  inhabitants 
could  read,  and  scarcely  half  that  number  could 
write  a  legible  hand;  from  1775  to  1800  what  was  then 
called  a  common  English  education,  viz:  uto  read,  write 
and  cypher  as  far  as  the  rule  of  three,"  was  given  to  a 
little  more  than  half  the  inhabitants,  but  from  1800  up 
to  the  present  time  the  progress  of  civilization  and  litera- 
ture has  been  greater  than  for  perhaps  fifty  years  antece- 
dent to  that  time.  The  great  revival  of  religion  about 
that  period  seems  to  have  contributed  much  to  the  dis- 
semination of  morality,  sound  principles  and  good  order  in 
society ;  but  as  the  naturalists  have  observed  every  calm 
is  succeeded  by  a  storm,  and  accordingly  many  of  the 
inferior  class  of  society  appear  now  more  depraved  than 
ever. 

For  the  progress  of  literature  in  the  inferior  branches 
of  an  education,  such  as  reading,  writing,  and  arithmetic 
since  1800,  the  people  of  this  county  are  much  indebted  to 
Mr.  Robert  H.  Childers.  Greater  improvement  in  writing 
could  not  be  expected  from  any  man ;  at  least  one-half  of 
the  youth  of  the  county  who  write  well,  were  taught,  either 
directly  or  indirectly,  by  this  excellent  pensman. 

Situated  within  a  quarter  of  a  mile  of  the  Court  House 
is  Caswell  Academy.  The  plan  of  Caswell  Academy  was 
first  conceived  and  brought  to  public  view  in  the  winter  of 
1801.  Early  in  the  succeeding  year  between  five  and  six 
hundred  dollars  were  subscribed,  and  during  the  year  1803 
it  was  completed  for  the  reception  of  students.  The  Rev. 
Hugh  Shaw  and  Bartlett  Yancey  were  the  teachers  for 
the  first  two  years ;  the  number  of  students  was  from  fifty- 

64 


Education  in  Caswell,  1810.  65 

five  to  sixty-five  each  year.  From  that  period  the  institu- 
tion was  not  in  a  very  flourishing  state  until  1808,  since 
which  time  it  has  prospered  much  under  the  direction  of 
Mr.  John  W.  Caldwell — a  gentleman  educated  in  Guilford 
by  his  father,  the  Eev.  David  Caldwell,  well  known  in  the 
State  for  his  services  in  disseminating  literature,  morality 
and  religion  among  his  fellow  citizens.  The  funds  of  the 
Academy  at  present  are  low;  it  is  now,  and  always  has 
been,  dependent  on  the  liberality  of  the  trustees  of  the 
institution,  and  a  few  other  public-spirited  gentlemen  of 
the  county  for  support ;  no  library  of  consequence  is  yet 
established — a  plan  has,  however,  been  suggested  and  is 
now  going  into  operation  by  which  it  is  hoped  that  a  good 
library  will  be  procured  in  a  few  years.  The  number  of 
students  is  at  present  thirty-eight. 

Hico  Academy,  situated  near  the  "Red  House"  in  Cas-  Hico  Academy. 
well,  was  erected,  it  is  believed,  in  1801,  by  a  number 
of  public-spirited  gentlemen  in  that  part  of  the  county. 
Mr.  Shaw,  after  he  left  CaswTell  Academy  became  the 
teacher  at  this  Academy  for  two  or  three  years,  during 
which  time,  it  is  believed,  it  had  between  thirty  and  forty 
students.  It  has  since  that  time  been  on  a  decline,  and 
about  the  middle  of  last  month  it  was  consumed  by  fire. 
There  had  been  a  school  taught  in  it  this  year,  but  no  fire 
had  been  used  in  it  for  several  months  previous  to  its  being 
burnt;  it  is  generally  believed  that  some  vile  incendiary 
put  fire  to  it,  for  the  purpose  of  consuming  it.  The  trus- 
tees have,  however,  determined  to  rebuild  it  of  brick  upon 
a  more  extended  plan. 

Since  the  establishment  of  these  institutions  the  progress  influence  of  cas- 
of  virtue  and  of  science  in  the  county  has  exceeded  the  Academies.100 
most  flattering  hopes  of  the  friends  of  literature.  The 
education  that  has  been  acquired  there  by  our  youth  seems 
to  have  benefitted,  not  only  its  votaries,  but  to  have  im- 
parted its  blessing  to  all  around  them.  The  inhabitants 
generally  are  more  enlightened — men  who  thirty  or  forty 


66 


Education  in  Caswell,  1810. 


Students  at  the 
University. 


Caswell  has  no 
men  of  great 
talents. 


Physicians  and 
lawyers. 


years  ago  were  considered  the  best  informed  and  most 
learned  among  ns  are  now  scarcely  equal  in  point  of 
information  to  a  school-boy  of  fifteen  years.  The  vener- 
able fathers  are,  however,  almost  to  a  man  (those  that  are 
able)  the  supporters  of  seminaries  of  learning;  they  seem 
to  look  forward  with  pleasing  anticipation  to  the  utility 
their  country  will  derive  from  the  cultivation  of  the 
minds  of  our  youth ;  there  are,  however,  some  designing 
demagogues,  "wolves  in  sheep's  clothing,"  who-,  because 
they  can  read  a  chapter  in  the  Bible  (when  it  is  in  large 
print)  and  drag  over  a  congressional  circular  (after  a 
manner)  think  they  have  learning  enough,  wish  to  excite 
prejudice  against  the  institutions  and  their  students — 
"'but  black  sheep  are  to  be  found  in  almost  every  flock." 

Since  the  commencement  of  the  year  1804  this  county 
has  sent  the  following  students  to  the  University  of  this 
State,  the  foundation  of  whose  education  (except  one)  was 
laid  at  these  institutions,  viz :  Saunders  Donoho,  Bart- 
lett  Yancy,  Edward  D.  Jones,  James  W.  Brown,  Romulus 
M.  Saunders,  David  Hart,  and  John  W.  Graves;  besides 
them  the  following  students  received  the  rudiments  of  their 
education  at  Caswell  Academy:  Dr.  Horace  B.  Satter- 
white,  now  of  Salisbury;  William  W.  Williams,  of  Hali- 
fax, Virginia;  Archibald  Haralson,  of  Person;  Elijah 
Graves,  of  Granville,  and  James  Miller,  of  Person. 

Caswell  is  not  distinguished  for  men  of  talents.  We 
have  no  men  of  the  first  rate  talents,  but  a  great  number 
are  entitled  to  the  rank  of  mediocrity  and  some  above  it. 
These  are  all  natives,  for  we  have  no  spreeing  Irishmen, 
revolutionizing  Frenchmen,  or  speculating  Scotchmen 
among  us. 

In  this  county  there  are  five  practicing  physicians :  Dr. 
John  McAden,  Dr.  William  S.  Webb,  Dr.  Samuel  Dabney, 
Dr.  James  Smith  and  Dr.  Edward  Foulks.  Of  the  pro- 
fession of  the  law,  now  residing  in  the  county,  are  the 
following;  e'entlemen :  Bartlett  Yancy,  Edward  D.  Jones 
and  Solomon  Graves,  Jr.      The  order  in  which  each  pro- 


Education  ra  Caswell.  1810.  6" 

fessional  character  is  named  denotes  the  priority  of  time 
in  which  they  commenced  the  practice  of  their  profession. 

There  are  two  societies  in  the  county  constituted  for  in- 
tellectual improvement.      One  at  Caswell  Academy  and  an-  Literary  societies. 
other  at  the  tavern  of  Jethro  Brown,  Esq.      Their  exercises 
are  mostly  polemical.      We  have  no  public  library  in  the 
county. 

About  two  vears  ago  several  gentlemen  of  Caswell  and 

Person  had  formed  themselves  into  a  society  for  the  en-  Agricultural 

societies, 
couragement  of  the  arts  and  agriculture ;  but  that  spirit 

of  emulation  and  national  pride  which  then  characterized 

all  seems  now  to  be  possessed  by  a  few  only.      Little  has 

been  done  for  the  progress  and  promotion  of  this  society  as 

yet. 

The  religion  of  the  inhabitants  may  be  best  estimated 
by  the  number  of  churches  and  communicants :  there  are  Churches. 
four  Baptist  churches  and  about  300  communicants ;  four 
Presbyterian  congregations  and  about  200  or  250  com- 
municants ;  three  or  four  Methodist  societies,  and  about 
250  or  300  communicants. 

Caswell   is   a   very   healthy   part   of   the   country.      The 
common  diseases  of  the  inhabitants  are  nervous  and  billions  Health. 
fevers.      The  remedy  for  the  most  part  is  stimulants  and 
purgatives,  the  composition  of  which  is  best  known  to  the 
physicians. 

The  amusements  of  the  polite  part  of  society  consists 
in  balls,  tea  parties  and  visiting  parties.  Those  of  an  Amusements, 
inferior  class  consist  of  Saturday  night  frolics,  now  become 
almost  obsolete ;  shooting  matches  and  horse-racing,  afford 
amusement  to  the  better  sort  of  men.  and  now  and  then  mav 
be  seen  a  party  with  an  old  rusty  pack  of  cards  amusing 
themselves  for  whiskey.  The  only  Sporting  Club  in  the 
county  is  the  "Jockey  Club"  of  the  Caswell  Turf. 

August  11th,   1810.  Bartlett  Yaxcy. 

— From  the  North  Carolina  University  Magazine.  Nov., 
1860. 


3.  EDUCATION  IN  EDGECOMBE  COUNTY. 


Knowledge 
making  progress. 


Electioneering 
customs. 


As  to  the  "progress  of  civilization,"  little  can  be  said 
here.  Knowledge  is  certainly  more  abundant  than 
formerly.  Learning,  morality  and  religion  are  more  en- 
couraged, or  at  least  viewed  with  more  complacency.  The 
peaceful,  social  and  humane  virtues,  it  is  believed,  have 
more  than  kept  pace  with  the  growth  of  population.  A 
thirst  for  knowledge  was  never  great  here.  The  people  are 
neither  aspiring,  restless  nor  basely  servile.  They  are 
generally  satisfied  with  their  political  situations,  and 
seldom  trouble  their  minds  with  politics.  There  are  not 
more  than  one  hundred  and  eight  newspajDers  taken  weekly 
in  the  county.  Although  learning  is  not  generally  dif- 
fused, yet  since  the  establishment  of  the  University  of  this 
State  there  are  more  who  possess  liberal  education  now 
than  at  any  former  period. 

There  is  a  certain  suavity  of  manners  employed  in 
many  places  by  candidates  for  popular  favor  very  little 
studied  or  desired  here  till  within  a  few  years  past.  It 
consists  in  a  peculiar  shake  of  the  hand,  called  by  our 
farmers  the  electioneering  shake — in  purchasing  brandy 
and  drinking  with  the  people— persuading  them  to  get 
drunk,  whereby  they  may  lose  sight  of  the  object  of  an 
election — flattering  and  gulling  the  people  with  empty  pro- 
fessions of  extraordinary  devotion  to  their  interests,  &c. 
These  means  when  artfully  employed  generally  answer  the 
desired  end.  Twenty  years  ago  the  practice  was  unknown 
in  Edgecombe,  and  was  considered  as  the  reproach  of  some 
of  our  neighboring  counties.  It  has  since  those  days  been 
introduced  as  a  refinement — but  as  the  first  attempts  at 
this  innovation  it  was  viewed  as  an  indication  of  distrust 
to  the  sober  judgment  of  the  people.  But  so  fascinating 
was  the  liquor  that  its  use  on  these  occasions  became 
fashionable,  and  popular  among  all  classes,  and  a  liberal 
distribution  of  it  became  necessary  to  a  man's  election. 


Education  in  Edgecombe,  1S10.  69 

But  to  the  credit  of  the  candidates  of  1812  they  have  met 
in  caucus  and  agreed  to  renounce  this  expensive  and  dan- 
gerous mode  of  electioneering. 

There   are  seventeen   county   schools   in  the  county,   at  Seventeen  schools 

J  "  '  and  400  scholars 

which  are  about  400  scholars ;  nothing  more  is  attempted  schooisflfty^-ears 

to  be  taught  in  them  than  the  elements  of  reading,  writing  dg0' 

and  arithmetic,  and  but  few  of  the  teachers  are  qualified 

to  do  justice  to  those,      j^othwithstanding  this  apparently 

infant  state  of  literature,  we  may  easily  discover  that  it  is 

progressing;  for  fifty  years  ago  there  was  not  more  than 

one  or  two  schools  in  the  limits  of  the  whole  county.      For 

want  of  an  academy  in  this  county  several  have  sent  to 

those  in  the  adjacent  ones,  viz:     At  Westrayville  and  Vine 

Hill.      It  is  in  prospect  to  establish  an  academy  at  Mount 

Prospect,  in  this  county,  and  we  can  not  account  for  the 

delay   otherwise   than   for   the   general    indifference   with 

which  learning  is  still  viewed. 

It  is  to  be  apprehended   that   in  this  country  general  objects  to  dead 

.  .  languages  as  the 

knowledge  will  never  characterize  manv  of  its  citizens  as  basis  of  education; 

c  *•  distinguished  men 

long  as  the  dead  languages  are  viewed  as  the  basis  of  a  of  the  past. 
liberal  education.  This  county  has  never  been  prolific  in 
men  of  talents,  or  they  have  been  obscured  for  want  of 
opportunities  of  education.  Among  the  most  distin- 
guished characters  it  has  afforded  was  Jonas  Johnston. 
whose  name  and  character  have  already  been  mentioned. 
Had  he  received  an  education  corresponding  with  his  gen- 
eral talents,  he  might  have  done  credit  to  any  country. 
Thomas  Hall  was  a  man  who  possessed  considerable  natural 
talents,  with  the  advantages  of  a  grammatical  education. 
He  was  quite  conversant  with  the  Latin  classics,  which 
he  made  the  most  of.  He  represented  our  county  in  the 
state  convention,  but  never  offered  again  for  any  public 
office.  He  was  a  lawyer  of  some  emminence  and  would 
have  made  a  shining  character  at  the  bar  had  he  not  been 
almost  led  away  from  his  professional  studies  by  a  strong 
poetical   genius.     He,   however,   continued   to  practice   as 


70 


Education  in  Edgecombe,  1810. 


Formerly  no  child- 
ren sent' to  college. 


One  lawyer 


me  lawyer  in  the 
county. 


Two-thirds  peopl 
can  read  ;  illiter 
acy  of  women. 


Pro.gre.ss  of  learn- 
ing slow. 


long  as  he  lived,  and  had  a  considerable  share  of  business 
in  the  courts  where  he  practiced.  But  his  mind  seemed 
more  frequently  engaged  in  poetry  than  the  laws,  and 
there  have  been  frequent  instances  that  while  his  opponent 
was  speaking  in  a  cause  in  which  he  was  employed,  that 
he  was  engaged  in  writing  satyrical  verses.  His  favorite 
subject  was  satyre,  but  he  wrote  with  equal  facility  on 
other  subjects.  He  also  possessed  and  indulged  in,  a  most 
biting  and  ready  wit,  and  was  never  at  a  loss  for  repartee ; 
but  like  most  other  wits,  he  generally  made  fewer  friends 
than  enemies.  Some  few  of  his  pieces  are  yet  in  the  hands 
of  his  friends  ;  but  the  bulk  of  them  which  would  have  been 
sufficient  to  form  a  handsome  volume  are  now  lost  to  the 
world. 

We  have  but  few  more  of  literary  talents  in  the  county; 
the  means  of  education  having  heretofore  been  much  cir- 
cumscribed ;  we  have  more  now,  however,  than  at  any 
former  period;  and  we  have  never  been  destitute  of  men 
in  whom  wTe  could  confide  our  interests.  Before  the  estab- 
lishment of  our  University  no  children  were  sent  out  of 
the  county  to  any  college  or  academy. 

At  present  there  is  only  one  professional  law  character 
in  the  county,  and  he  a  native  of  the  county ;  but  there 
are  more  physicians  than  at  any  former  period,  who  can 
not  boast,  however,  of  great  erudition.  Quacks  are  abund- 
ant and  are  privileged  to  boast. 

It  is  believed  that  about  two-thirds  of  the  people  gen- 
erally can  read ;  anel  one-half  of  the  males  write  their 
names,  but  not  more  than  one-third  of  the  women  can 
write.  The  girls  now  at  school  are  learning  and  are  very 
desirous  to  write ;  it  is  deemed  a  more  important  accom- 
plishment in  that  sex,  among  the  common  people  now  than 
formerly. 

The  progress  of  learning  for  twenty-five  years  back  has 
been  slow,  and  perhaps  has  not  more  than  kept  pace  with 
the  population,  till  within  these  two  or  three  years.      The 


Education  in  Edgecombe,,  1810.  71 

people  now  manifest  some  disposition  to  diffuse  learning ; 
perhaps  from  their  finding  the  means  of  obtaining  it  more 
accessible  now  than  heretofore.  The  custom  at  the  public 
schools,  and  in  some  towns,  among  those  who  are  desirous 
of  intellectual  improvement,  has  found  its  way  here.  So- 
cieties have  been  formed,  and  kept  up  with  a  tolerable 
degree  of  spirit,  greatly  to  the  benefit  of  the  members 
thereof,  both  in  talents  and  morals.  Novelty  is  a  great 
matter  here.  We  are  generally  ready  to  encourage  any 
new  institution  that  promises  beauty  or  utility,  but  when 
it  becomes  familiar  we  grow  indifferent. 


Three  or  four  vears  ago  a  subscription  was  set  on  foot  Free  scjiooi at- 

*  °  L  tempted ;  tailed. 

for  establishing  a  free  school  for  the  education  of  poor 
children  in  the  county — two  or  three  hundred  dollars  were 
soon  subscribed.  A  few  children  received  the  benefit  of 
this  subscription  (for  it  never  became  an  institution)  but 
as  the  matter  never  got  into  proper  hands  it  languished  and 
died.  But  unhappily  for  want  of  sufficient  interest  in 
literary  pursuits,  and  perhaps  for  want  of  a  more  perma- 
nent residence  of  many  who  compose  these  societies,  they 
have  generally  languished  in  a  few  months,  and  are  with 
difficulty  sustained.  Some  attempts  have  been  made  to  Few  libraries- 
procure  libraries,  but  this  for  some  of  the  above  reasons, 
was  never  effected,  except  by  a  society  that  was  in  existence 
about  fifteen  years  ago.  On  the  dissolution  of  that  body 
the  books  were  scattered  abroad,  or  divided  among  those 
who  contributed  to  the  establishment.      The   agricultural  Agricultural  soci- 

o  ety  library  being 

society  has  appropriated  a  sum  of  money  to  procure  an  estabhsned- 
agricultural  library.  Some  donations  are  maele  of  books 
for  this  purpose.  On  the  fourth  day  of  July,  1810,  pro- 
posals were  made  for  the  establishment  of  a  society  for  the 
promotion  of  agriculture  and  the  arts.  The  plan  has  suc- 
ceeded, so  far  as  to  go  into  operation.  It  has  now  upwards 
of  thirty  respectable  members,  whose  public  spirit  is  thus 
manifested,  greatly  to  their  benefit,  and  it  is  hoped  to  the 
benefit  of  the  countv-      The  societv  convenes  on  the  second 


72  Education  in  Edgecombe,  1810. 

day  of  every  court  of  quarter  sessions  in  the  county;  ad- 
journing from  day  to  day  as  they  see  fit. 

— From  North   Carolina   University  Magazine,  April, 
1861.  ' 

(Jeremiah  Battle,  M.D.) 


4.     EDUCATION  IN  NORTH  CAROLINA. 

The  University 
Never     conferred    greater    benefits    or    exhibited    fairer  TMrtfeve^rrpre8 
prospects  of  continued  success  than  at  the  present  time.  parat<f}  *° 
It  has  now  precisely  100  students,  of  whom  about  65  are 
on  the  Establishment  and  the  remainder  in  the  Academy. 
Some  estimate  may  be  formed  of  the  value  of  our  other 
Seminaries  in  different  parts  of  the  State  from  the  number 
of  students  they  have  severally  furnished  to  the  University. 
Of  the  students  now  on  Chapel  Hill  6  received  the  first  £££££  *%**** 
rudiments  of  their  classical  education  at  the  Academy  in    Dlyersiy- 
Louisburg;  6  at  Raleigh,  4  at  Caswell,  1  at  Belfield,  Va. ; 
1   at  Pittsborough,   1  at  Guilford,  1   at  Warrenton,  I  at 
Salisbury,  2  at  Spring  Hill   (Lenoir),   1   at  Fayetteville, 
4  at  Ebenezer,  Va. ;  2  at  Hampden  Sydney  College,  Va. ; 
23  at  Chapel  Hill,  and  the  remainder  at  different  places  in 
this  State,  Virginia  and  South  Carolina,  unknown  to  us. 

Of  the  merits  of  the  Institution  in  the  higher  branches  Life  of  institution 

due  to  the  exer 

of  instruction  nothing  need  be  said.      The  Institution  it-  tionsofitsprea- 
self,  deserted  and  frowned  upon  by  the  Legislature,  has 
been  preserved  in  existence  by  the  talents  and  exertions 
alone  of  its  President.      Public  opinion  has  at  length  utter- 
ed its  strong  voice  in  its  favour,  and  the  Legislature  has  hafas^sted  theate 
again  extended  to  it  its  fostering  hand.     We  on  a  former  se 
occasion  noticed  the  success  of  the  President's   exertions 
to   obtain   private   contributions.      These    will   enable   the 
Trustees  to  enclose  the  Main  Building,  and  the  success  of 
the  former  attempt  leaves  no  room  to  doubt  but  enough 
will  be  obtained  by  subscriptions  to  complete  it. 

The  Preparatory  School  is  now  much  superior  to  what  T\ie  preparatory 

*-  J  l  school ;  the  presi- 

it  has  been  at  any  former  period.      Its  teacher  is  unques-  ^| 
tionably  the  best  Latin  and  Greek  scholar  in  the  State, 
and  equal  to  any  whatever.     We  are  informed  that  Presi- 
dent Caldwell,  in  his  zeal  to  procure  his  valuable  services 

73 


presi- 
t  helps  to  pay 
teacher. 


74 


Education  in  North  Carolina,  1810. 


Course  of  study  in 
academy. 


First  term  fresh- 
man class. 


Freshman  class, 
second  term. 


to  the  Institution,  contributes  to  his  compensation  in  addi- 
tion to  the  salary  allowed  by  the  Trustees. 

To  show  how  the  education  of  a  youth  should  be  con- 
ducted who  is  intended  for  the  University,  we  here  give 
a  Catalogue  of  the  books  read  by  the  several  classes  in  the 
University,  with  remarks  extracted  from  a  publication 
ordered  by  the  Trustees  in  July  last. 

No.  I.     The  Academy. 
Ruddiman's  Rudiments. 
Corderius,  40  colloquies. 
^Esop,  40  fables. 
Selects?  e  Veteri. 
Selects?  Profanis. 

Grammatical  Exercises  or  Mair's  Introduction. 
Cse&ar's  Commentaries,  3  or  4  books. 
Sallust  and  Prosody. 
Virgil,  to  the  7th  /Eneid. 
Wettenhall's  Greek  Grammar,  translated. 
Greek  Testament,  5  chapters  of  John. 
Murray's  Grammar,  the  large  text. 

Reading,  spelling,  writing,  and  arithmetic,  to  the  rule 
of  three. 

No.  II.     The  College.     July  1. 

Horace's  Odes,  5  books. 

Mair's  Introduction. 

Prosody. 

Greek  Grammar. 

John's  Gospel,  from  the  5th  chapter. 

No.  III.     January  1. 
Freshman  Class — Half  Year  Advanced. 

Horace,  the  remainder. 

Lucian,  28  or  30  dialogues. 

Mair's    Introduction,    the   Ancient    History. 

Greek  Grammar,  and  Prosody. 


Education  tn  Xorth  Carolina,  1810. 


75 


First  term  sopho- 
more. 


Second  term  soph- 
omore. 


No.  IV.     July  1. 

Sophomore    Class. 
Cicero,  4  or  5  orations. 
DUworth's  Arithmetic,  throughout. 
Murray's  Grammar,  with  remarks. 
Xenophon,  the  first  book. 

Xo.  V.     January  1. 
Cicero,  4  or  5  orations  more. 
Homer's  Iliad,  1  or  2  books. 
Geography,  and  the  use  of  the  Globes. 

Xo.   VI.     July  1. 
Junior   Class. 

Elements  of  Geometry  to  219th  article,  or  to  the  end  of  First  term  junior. 
the  4th  of  Euclid. 

Simpson's  Algebra,  to  the  Problems. 

Xo.  VII.      January   1. 

Remainder  of  Geometry,  or  the  5th  and  6th  of  Euclid,      second  term  junior. 

Plane  Trigonometry. 

Logarithm. 

Ewing's  Synopsis  on  Heights,  Distances  and  Surfaces. 

Simpson's  Algebra,  152  Problems. 

Xo.  VIII.     July  1. 
Senior   Class. 


Helsham,  to  the  motion  of  prejects. 

d. 

January  1. 


Blair's  Rhetorick,  abridged. 


Xo.  IX. 

Remainder  of  Helsham. 

Paley's  Moral  Philosophy,  omitting  politics. 

Duncan's  Logic. 

Ferguson's  xAstronomy,  158  pages. 


First  term  senior. 


Second  term 
senior. 


76 


Education  in  North  Carolina,  1810. 


Teachers. 


The  Raleigh  Academy 

Has  now  about  its  usual  number  of  students.  Mr.  Rice 
is  its  Principal.  He  will  be  succeeded  in  a  few  weeks  by 
the  Rev.  Mr.  McPheeters,  who  is  recommended  as  a  man 
of  profound  learning  and  considerable  literary  taste.  Mr. 
Greville  teaches  in  the  English  Department,  Grammar, 
Geography,  Reading,   Speaking  and  Composition. 

Our  language,  heretofore  too  much  neglected,  is  begin- 
ning to  receive  due  attention ;  and  from  the  exertions  of  a 
very  competent  teacher  we  expect  hereafter  to  witness  at 
our  exhibitions  a  better  style  of  eloquence  than  usual,  both 
in  reading  and  speaking.  Mrs.  Sambourne  teaches  Music 
out  of  the  Academy,  and  Painting  and  Embroidery  in  it. 
She  presides  over  the  manners  and  deportment  of  the  Fe- 
male Department,  but  instruction  is  imparted  by  the  three 
gentlemen,  who  in  rotation  enter  the  school  to  attend  to 
their  several  classes.  We  think  this  plan  and  arrangement 
superior  to  that  which  heretofore  prevailed.  Men  of  edu- 
cation and  talents  are  probably  the  most  efficient  instruc- 
tors. Mr.  Dickson  teaches  in  the  Preparatory  School. 
a^dPfiterar^  society  He  is  a  good  accountant  and  a  very  elegant  penman.  A 
Literary  Society  of  students  and  a  very  handsome  Library 
are  important  advantages  of  this  Institution. 


English  empha- 
sized. 


Female  depart 
merit. 


and  literary  society 
and  library. 


Teachers  and 
library. 


Teachers  and 
course  of  study. 


The  Louisburg  Academy 

Is  under  the  direction  of  Dr.  Bogle,  as  Principal.  He 
is  a  man  of  genius,  an  excellent  classical  scholar,  and  to 
a  very  happy  talent  for  instructing  unites  an  uncommon 
zeal  in  the  cause  to  which  he  is  devoted.  He  is  assisted  by 
Mr.  Crudup.  The  Academy  has  now  between  45  and  50 
students.  A  respectable  Library  has  lately  been  estab- 
lished there. 

Fayetteville  Academy 

Has  upwards  of  120  students.  The  Reverend  William 
L.  Turner  is  Principal,  whose  merits  as  the  Chief  of  the 


Education  in  North  Carolina,  1810.  77 

Institution  are  well  known.  Music,  Painting  and  the 
French  Language  are  said  to  be  taught  in  a  very  superior 
manner  by  Miss  Beze,  a  native  of  France,  Competent 
assistants  are  provided  for  the  several  departments. 

Westrayville  Academy 
In  Nash  County,  under  the  direction  of  Mr.  John  Bob-  Teachers  and 

patrons. 

bitt.  Of  the  merits  of  this  institution  we  know  nothing. 
No  small  recommendation  of  its  teacher  is  that  he  is  a 
graduate  of  the  University  of  North  Carolina.  We  can 
not,  therefore,  doubt  his  fitness  for  his  vocation.  Mr.  S. 
Westray  and  Dr.  T.  Jones  are  patrons  of  the  Institution, 
and  they  are  gentlemen  in  whom  the  public  will  willingly 
confide. 

Ca  swell  Academy. 

Of  this  Seminary  Mr.  John  W.  Caldwell  is  Principal.  Teacher. 
The  school  is  said  to  be  a  good  one.      Board  in  the  vicinity 
is  remarkably  low. 

Mr.   Mordecai's  Female   Seminary,   Warrenton. 

This  is  conducted  by  Mr.  Mordecai  himself,  with  the  Teachers, 
assistance  of  his  son  and  daughters.     We  believe  this  to  be 
an  excellent  Seminary.     Its  conductors  possess  talents  and 
a   fine   literary   taste.      The   beauties   of  such   authors   as  standard  English 

.,,.  -i't-i  i'   iii  i  m-  •  authors  read. 

Addison  and  Pope  are  unfolded  to  the  pupils  m  so  inter- 
esting and  engaging  a  manner  that  the  taste  is  generally 
chastened  and  refined  to  the  standard  of  Classick  purity. 
The  mind  is  elevated  superiour  to  the  enjoyment  of  silly 
novels,  which  but  too  often  deprave  the  taste,  corrupt  the 
heart  and  enfeeble  the  understanding.     Music  and  Paint-  Mufeicai  composi- 

tion  and  painting. 

mg  are  taught  by  Mr.  Miller.  His  pupils,  by  being  taught 
both  to  read  and  compose  music,  are  made  to  understand 
it.  His  Painters  are  copyists,  but  they  copy  only  from  the 
Volume  of  Nature. 

Besides  these  there  are  several  other  respectable  Acade-  other  academies. 
mies  and  Grammar  Schools  in  the  State,  viz :  at  Hyco,  Cas- 
well ;   Asheville,   Buncombe     County ;     Salisbury,     Salem. 


78  Education  in  JsTorth  Carolina,  1810. 

Pittsboro,  Lumberton ;  Laurel  Hill,  Richmond  County ; 
Warrenton  ;  Spring  Hill,  Lenoir ;  jSTewbern,  Eclenton ;  near 
llr.  John  Sims',  in  Granville,  and  we  believe  some  others, 

Dut  have  too  little  knowledge  of  them  to  enable  us  to  speak 

>f  them  with  propriety. 

-Editorial,  Raleigh  Star,  March  15,  1810. 


1811 

1.     GOV.  SMITH'S  MESSAGE  ON  EDUCATION. 


79 


1.    GOV.  BENJAMIN  SMITH'S  MESSAGE  OK  EDUCATION. 

Education  ail  im-        Too  much  attention  can  not  be  paid  to  the  all-important 

portant ;  ignorance  *-  x 

ernmentfree  g°v  subject  of  Education.  In  despotic  governments,  where 
the  supreme  power  is  in  possession  of  a  tyrant  or  divided 
among  an  hereditary  aristocracy  (generally  corrupt  and 
wicked)  the  ignorance  of  the  people  is  a  security  to  their 
rulers ;  but  in  a  free  government,  where  the  offices  and 
honors  of  the  state  are  open  to  all,  the  superiority  of  their 
political  privileges  should  be  infused  into  every  citizen 
from  their  earliest  infancy,  so  as  to  produce  an  enthusi- 
astic attachment  to  their  own  country,  and  ensure  a  jeal- 
ous support  of  their  own  constitution,  laws  and  govern- 

some  plan  should   ment.     A  certain  decree  of  education  should  be  placed 

be  devised  to  place  ° 

education  within    within  the  reach  of  every  child  of  the  state:  and  I  am 

reach  of  every  J  ' 

chlld'  persuaded  a  plan  may  be  formed  upon  economical  princi- 

ples that  would  extend  this  down  to  the  poor  of  every 
neighborhood,  at  an  expense  trifling  beyond  expectation, 
when  compared  wTith  the  incalculable  benefits  from  such 
a  philanthropic  and  politic  system.  In  these  schools,  sub- 
ject to  proper  superintendence,  the  rising  generations 
might  be  brought  up  in  the  true  principles  of  the  Christian 
Religion,  which  includes  the  purest  morality,  and  would 
prevent  that  multiplicity  of  crime  now  too  frequently 
perpetrated  in  the  country. 

— House  Journal,  1811. 


80 


1812 

1.  GOV.  HAWKINS'  MESSAGE  ON  EDUCATION. 

2.  THE  NEW  BERN  CHARITABLE  SOCIETY. 

3.  TREASURY  RECEIPTS  AND  EXPENDITURES. 


81 


1.     GOV.  WM.  HAWKINS'  MESSAGE  ON  EDUCATION. 

Education  an  rrii  ,        r-      «        •       -,,  j  <■      , 

object  of  great  J- he  encouragement  01   Agriculture  and  manufactures, 

the  improvement  of  our  roads  and  inland  navigation,  and 
the  promotion  of  learning,  are  objects  of  such  great  im- 
portance, that  a  doubt  can  not  be  entertained  as  to  the 
propriety  of  their  occupying  a  considerable  share  of  your 
deliberations. 

— House  Journal,  1812. 


82 


2.     THE  NEW  BERN  CHARITABLE  SOCIETY. 

An  Act  to  incorporate  the  Xewbern  Female  Charitable 
Society. 

That  the  individuals  who  are  at  present  associated  in  edue1itionrofhpoor 
the  town  of  Xewbern,  for  the  relief  of  the  poor  and  the  SoSSS^5 
education  of  poor  female  children,  under  the  name  of  the  poor' 
Xewbern  Female  Charitable  Society,  and  those  who  here-  Name, 
after  may  become  members  of  the  said  Association  agree- 
ably to  the  rules  which  may  be  therein  established,   be, 
and  the  same  are  hereby  incorporated  into  a  body  corporate  Corporate  powers 
politic,  by  the  name  of  the  Xewbern  Female  Charitable 
Society,  and  as  such  shall  have  perpetual  succession,  may 
sue  and  be  sued,  be  capable  of  acquiring  and  holding  real 
or  personal  estate ;  have  ability  to  make  and  ordain  laws 
and  regulations  for  their  own  government,  and  elect  their 
own  officers,  and  generally  to  do,  receive  and  perform  all 
such  matters  and  things  as   rightfully  belong  to.   or   are 
usually  incident  to  bodies  corporate  or  politic  within  this 
State.      Any  law,  usage  or  custom  to  the  contrary  notwith- 
standing. 

—Laws  1812,  chap.  LXX.  p.  26. 


3.    TREASURY  RECEIPTS  AND  EXPENDITURES. 

Nov  1,  1811,  to  Oct.  31,  1812. 

All  Public  Taxes    £25,889  19s.  2d. 

Dividends  Bank  of  Newbern  and 

Bank  of  Cape   Fear 2,500 

Loan  from  Banks    12,500 

Balance  from  1810    14,404  7s.        lid. 


Total 55,294  7s.         2d. 

Total  Disbursements    £26,203  18s.  6d. 

— See  House  Journal,  1812,  p.  27. 


84 


1813 

1.  MILES  BENTON'S  FREE  SCHOOL 

2.  THE  WAYNE  COUNTY  FREE  SCHOOL 

3.  FAYETTEVILLE  ORPHAN  ASYLUM. 


85 


Lands  lost  by 
litigation. 


Miles  Benton's 
will. 


1.  MILES  BENTON'S  FKEE  SCHOOL. 

Saturday,    JSTovetinber   27,    1813.     The    committee 


of 


Propositions  and  Grievances,  to  whom  was  referred  the 
petition  of  John  T.  Benton,  of  Grates  County,  stating  that 
by  the  last  will  and  testament  of  Miles  Benton,  the  Testa- 
tor devised  a  certain  plantation  and  tract  of  land  for  the 
support  of  a  Free  School,  together  with  the  rents  and 
profits  of  four  acres  of  land.  That  a  law  suit  was  insti- 
tuted, and  a  recovery  had  of  the  plantation  and  tract  of 
land  above  mentioned ;  and  that  only  the  four  acres  as 
aforesaid  remains  to  the  use  intended  by  the  testator ;  and 
the  petitioner  being  Heir  at  Law  of  the  said  deceased,  he 
prays  that  the  four  acres  aforesaid  vested  in  Him,  Report, 
That  your  committee  are  of  opinion  that  to  legislate  upon 
principles  affecting  the  will  of  the  testator  would  be  an 
interference  highly  improper,  therefore  recommend  that 
the  petition  be  rejected.      Submitted. 

A.  Philips,  Chairman. 

— Senate  Journal,  ISIS,  p.  12. 

In  the  name  of  God,  amen. 

I  Miles  Benton  of  Gates  County  and  State  of  J^OTth 
Carolina  being  of  a  sound  and  well  disposing  mind  and 
memory  do  make  constitute  and  ordain  this  my  last  will 
and  Testament  in  manner  and  form  following  Viz — 
Imprimis  I  leave  to  my  loving  wife  Nansey  Benton  the 
use  of  one  third  part  of  my  land  and  plantation  whereon 
I  now  live  during  her  natural  life  and  after  her  death  to 
be  disposed  of  as  hereafter  mentioned.  Also  I  give  and 
bequeath  to  my  said  wife  one  feather  bed  and  furniture 
with  walnut  bedsted  and  curtain  belonging  to  the  same, 
also  two  chests  one  a  pine  and  the  other  a  cypress  one, 
also  one  small  walnut  dressing  table  and  dressing  glass, 
also  two  large  looking  glasses,  also  one  small  trunk  to  her 
and  her  heirs  forever. 


Bextox's  Free  School,  1813.  87 

Item,  I  give  and  bequeath  to  John  Tatain  alias  Benton 
the  other  two  thirds  of  my  land  and  plantation  whereon  I 
now  live  and  after  the  death  of  my  wife  the  other  third 
to  him  his  heirs  forever. 

Item  I  leave  to  my  brother  Josiah  Benton  the  use  of  my 
land  and  plantation  whereon  he  now  lives  during  his  life 
and  after  his  death  it  is  my  will  and  desire  that  the  said 
land  be  equally  divided  between  my  two  nephews.  Jethro 
Benton  and  Henry  Benton — to  them  and  their  heirs  for- 
ever. Item  I  give  and  bequeath  to  John  Tatem  alias 
Benton  the  land  and  plantation  whereon  John  Sanders 
lived,  with  as  much  land  joining  thereto  as  will  make  fifty 
acres  of  the  whole  to  him  his  heirs  and  assigns  forever. 
Item,  It  is  my  will  and  desire  that  the  balance  of  land 
wherein  those  fifty  acres  are  given  to  John  Tatem  alias 
Benton  are  taken  out  of,  be  equally  divided  between  my 
two  nephews.  Jethro  and  Henry  Benton  s  to  them  their 
heirs  and  assigns  forever.      Item,  It  is  mv  -will  and  desire  _ 

o  •-  Certain  property  to 

that  my  land  and  plantation  I  purchased  of  Luke  Sum-  cle^use^fora 
ner  be  sold  by  my  executors  on  a  credit  of  twelve  months, 
and  the  money  ariseing  therefrom  to  be  let  at  interest  and 
the  interest  ariseing  from  the  principal  be  applied  to  build- 
ing a  school  house  and  hireing  of  a  teacher  for  the  purpose 
of  a  free  school,  and  that  said  school  house  to  be  built 
within  two  miles  of  the  place  where  I  now  reside,  and  all 
children  with  [in]  four  miles  of  my  place  of  residence  be 
permitted  to  be  taught  in  said  school, — It  is  my  desire  that  Management  of  the 

,  .  ..  rt  •  **    I  •  1      !■  school. 

tne  court  appoint  commissioners  to  Superintend  said  free 

school  from  year  to  year  during  time — Item.  I  give  and 

bequeath   to  my   sister-in-law  Elizabeth   Benton,   wife   of 

Josiah  Benton,  one  negro  girl  named  Clarkey  to  be  at  her 

own  disposal.      Item,  I  give  and  bequeath  to  my  friend  0ther  pr0Tijj0ns. 

Ivedar  Ballard  my  riding  horse  Adams — to  him  his  heir^ 

and  assigns  forever.      Item,  It  is  my  will  and  desire  that 

all  my  personal  estate  of  all  kinds  (excepting  negroes)  be 

sold  and  the  money  arising  therefrom  o-o  towards  paving 

mv  just  debts,  and  if  there  should  not  be  money  sufficient 


Benton's  Free  School,  1813. 

to  discharge  my  just  debts,  it  is  my  will  that  my  executors 
sell  as  mauy  of  my  negroes  discresionally  as  will  be  suffi- 
cient to  satisfy  all  my  just  debts.  Item,  I  give  and  be- 
queath to  my  loving  wife  ]STansey  Benton  one  third  part  of 
all  my  negroes  after  my  debts  are  paid — to  her  her  heirs 
and  assigns  forever.  Item  It  is  my  will  and  desire  that 
the  other  two  thirds  of  my  negroes  not  already  given,  be 
equally  divided  between  John  Tatem  alias  Benton — Luckey 
Benton  Elizabeth  L.  Benton, — Patsey  H.  Benton,  Jethro 
Benton — Henry  Benton  and  Mary  Benton,  wife  of  Mills 
Benton  all  share  and  share  alike  to  them  their  heirs  and 
assigns  forever.  Item  It  is  my  will  and  desire  that  my 
house  at  the  cross  road  meeting  house  with  two  acres  of 
land  on  each  side  of  the  road  leading  to  Edenton,  ad- 
joining the  cross  road  leading  to  the  creek  be  leased  or 
rented  as  my  executors  think  proper,  and  the  money  arise- 
ing  therefrom  be  appropriated  to  the  same  purposes  as  the 
money  arising  from  the  sale  of  the  land  I  purchased  of 
Luke  Sumner  and  continue  for  the  same  term.  Item  I 
give  and  bequeath  to  my  sister  in  law  Elizabeth  Benton 
widow  of  Jethro  Benton  dec'd  ten  dollars  per  year  out  of  a 
lease  rent  from  William  Benton  for  ten  years,  to  her,  her 
heirs  and  assigns  forever.  Item — all  the  rest  and  residue  of 
my  estate  of  what  kind  soever  I  leave  to  be  divided  as  fol- 
lows, one  third  part  to  my  loving  wife  Nancy  Benton  and 
the  other  two  thirds  to  be  divided  between  the  two  sons  of 
Josiah  Benton,  John  Tatem  alias  Benton,  and  the  three 
daughters  of  Jethro  Benton  elec'd,  all  share  and  share 
alike.  Lastly  I  nominate  and  appoint  my  friends  Kedar 
Ballard  and  Thomas  Parker  to  be  my  executors  to  this 
my  last  will  and  testament.  In  witness  whereof  I  have 
hereunto  set  my  hand  and  seal  this  27th  day  of  June,  1805, 
Signed — Sealed,  published  and  declared  by  the  testator  to 
be  his  last  will  and  testament  in  presence  of  Jos.  Jr. 
Sumner  James  Knight — Jacob  Benton. 

Miles  Benton  (Seal.) 

[The  above  will  was  probated   at    November    County 
Court  1805.] 


2.    THE  WAYNE  COUNTY  FREE  SCHOOL. 

An  Act   to  establish  a  Free   School  in  the   county  of 
Wayne. 

That  Silas  Hollowell,  John  Davis,  JSTieholson  Washing- Trustees  appointed, 
ton,  Robert  G.  Greene,  John  Hooks,  Sampson  Lane,  (Jul 
len  Blaekman,  Jesse  Slocumbe,  Laurence  Wood,  Robert 
Collier,  and  Barnabas  AlcKimiie,  shall  be  and  they  are 
hereby  declared  a  body  politic  and  corporate  to  be  known  corporate  powers. 
and  distinguished  by  the  name  of  the  Trustees  of  the  Free 
School  of  the  county  of  Wayne,  and  by  the  name  afore- 
said they  shall  have  perpetual  succession  and  a  common 
seal,  and  they  or  a  majority  of  them  shall  be  able  and 
capable  in  law  to  take,  demand,  receive,  and  possess  all 
money,  goods  and  chattels  that  shall  be  given  them  from 
charitable  motives  for  the  use  of  said  Free  School,  and 
the  same  to  apply  according  to  the  will  of  the  donor,  and 
by  gift,  purchase  or  devise,  shall  have,  receive  and  retain 
to  them  and  their  successors  forever,  any  lands,  rents, 
tenements  or  hereditaments  of  what  kind  or  nature  the 
same  may  be  in  special  trust  and  confidence,  that  the  same 
or  the  profit  thereof  or  all  be  applied  for  the  purpose  of 
establishing  and  endowing  the  said  Free  School. 

II.  That  the  said  Trustees  or  a  majority  of  them,  shall  Government  ami 
determine  on  the  place  for  establishing  the  said  Free  school. 
School,  and  adopt  such  rules  and  regulations  for  erecting 
the  buildings  and  for  the  government  of  said  Free  School, 
and  particularly  for  the  preservation  of  religion,  order 
and  good  morals  therein  as  a  majority  of  the  said  Com- 
missioners or  Trustees  may  desire  for  that  purpose,  and 
they  are  hereby  declared  to  possess  the  same  powers  which 
the  Trustees  of  any  other  seminary  of  learning  within  this 
State  have  or  may  possess  or  enjoy.  Provided,  the  same 
are  not  contrary  to  the  Constitution  of  this  State  or  the 
United  States. 


III.      That    upon    the    death,    resignation,    removal  01 


89 


How  vacancies  are 
to  be  filled. 


90  Wayne  County  Fkee  School,  1813. 

refusal  to  act  of  any  of  the  said  Trustees,  it  shall  be  law- 
ful for  the  remaining  Trustees  or  a  majority  of  them  to 
appoint  others  to  act  in  their  room,  anci"lvhen  so  elected 
they  shall  have  the  same  powers  as  those  appointed  by  this 
act. 
byiolterybemised  IV-  That  tlie  said  Trustees  or  a  majority  of  them  are 
hereby  authorized  to  raise  by  lottery  a  sum  not  exceeding 
two  thousand  dollars,  by  such  scheme  or  schemes  as  they 
may  think  proper  to  devise,  and  the  same  shall  be  applied 
solely  and  exclusively  to  the  use  and  benefit  of  the  said 
Free  School  in  such  manner  as  may  be  by  them  pre- 
scribed. 

V.  That  the  said  Trustees  shall  enter  into  bond  pay- 
able to  the  Chairman  of  the  county  court  of  Wayne  for  the 
time  being,  and  his  successors  for  the  faithful  perform- 
ance of  the  duties  of  their  appointment1. 

—Laws  1S13,  chap.  XXV,  p.  17. 


1  This  school  was  never  established,  it  seems.     There  is  no  existing 
record  of  its  establishment  that  can  be  found. 


3.     FATETTEVILLE  OEPHA>  ASYLUM. 

An  Act  to  incorporate  the  Female  Orphan  Asylum  So-  ^u^ttonVf^or 
ciety  of  Fayetteville.  cMldren" 

I.  That  the  individuals  who  are  at  present  associated 
in  the  town  of  Fayetteville  for  the  education  of  poor 
children,  under  the  name  of  the  "Fayetteville  Orphnn 
Asylum,"  and  those  who  may  hereafter  become  members 
of  the  said  association  agreeably  to  the  rules  which  may 

be  therein  established,  be  and  the  same  are  herebv  incur-  corporate  powers 

"  conferred. 

porated  into  body  corporate  and  politic  by  the  name  of 
the  "Fayetteville  Orphan  Asylum.''  and  as  such  shall  have 
perpetual  succession,  may  sue  and  be  sued,  be  capable  of 
acquiring  and  holding  real  and  personal  estate,  have  ability 
to  make  and  ordain  laws  and  regulations  for  their  own 
government  and  elect  their  own  officers,  and  generally  to 
receive  and  perform  all  such  matters  and  things  as  right- 
fully belonging  to  or  are  usually  incident  to  bodies  corpor- 
ate and  politic  within  this  State,  any  law,  usage  or  custom 
to  the  contrary  notwithstanding.  And  whereas  it  appears 
by  representations  made  to  the  General  Assembly,  that  it 
is  the  wish  and  intention  of  the  said  soeietv  to  seek  out  as  Parental  care  of 

children. 

objects  of  their  charity,  children  who  are  destitute  of  both 
parents  and  who  would  become  chargeable  to  the  county  iu 
which  they  reside,  which  said  children  they  the  said  society 
intend  to  board,  clothe  and  educate,  and  when  properly 
cjualified  and  of  suitable  ages,  to  have  them  bound  out  to 
suitable  trades,  whereby  they  may  become  useful  members 
of  society ;  therefore, 

II.  That  the  aforesaid  society  are  hereby  authorized  to  society  may  bind 
i  ii-  n  •  ' -i        •  -i      l  out  children. 

take  under  tneir  care  and  protection,  by  and  with  the  con- 
sent of  the  Wardens  of  the  Poor  for  Cumberland  county, 
or  any  three  of  them,  any  such  children  who  are  destitute 
of  both  parents  and  who  might  become  chargeable  to  the 
county;  which  said  children  they  the  said  society  shall  be 

91 


92  Fayetteville  Okphan  Asylum,  1813. 

allowed  to  board,  clothe,  and  educate,  until  the  society  con- 
ceive them  properly  qualified  to  bind  out  to  proper  trades 
or  professions,  and  whenever  said  society  conceive  such 
children  so  qualified,  they  are  hereby  authorized,  by  and 
with  the  consent  of  the  County  Court  of  Cumberland,  to 
bind  out  such  children  in  the  same  manner  as  the  County 
Courts  have  heretofore  done. 

— Laws  1813,  Chap.  XLIY,  p.  26. 


1814 

1.    THE  DIXON  CHARITY  FUND. 


93 


Notice  of  Alexan- 
der Dixon's  death. 


Bequest  of  $12,000 

to  education  of 
poor  children. 


1.     THE  DIXON  CHARITY  FUND. 

DlED, 

At  his  residence  in  Duplin  county,  on  the  22nd  March 
last,  Alexander  Dixon,  Esq.  in  the  69th  year  of  his  age. 
This  gentleman  had  no  family.  Some  months  previous 
to  his  death  had  made  his  Will,  and  after  discharging  three 
small  legacies  to  three  of  his  nephews,  two  of  whom  were 
his  executors,  and  their  legacies  intended  only  as  com- 
pensation for  their  services  over  and  above  what  the  Law 
would  allow  them  for  carrying  the  object  of  the  will  into 
effect,  he  devised  the  whole  of  his  estate  real  and  personal 
to  be  sold  and  the  monies  arising  therefrom  to  create  a 
fund  for  establishing  a  Charity  School  for  the  Education 
of  poor  Children  in  the  county  of  Duplin.  The  Estate 
was  clear  of  debt;  and  is  ascertained  by  his  Executors, 
after  being  settled,  will  raise  a  fund  of  upwards  of  $12,000 
for  the  object  of  this  benevolent  institution. — The  Will 
was  confirmed  at  the  county  court  of  Duplin  in  July  last, 
much  to  the  satisfaction  of  Col.  William  Dickson,  his  elder 
and  surviving  brother. 

— Raleigh  Register,  Aug.  5,  ISlJf. 

Will  of  Alexander  Dickson, 
(June   19,   1813.) 


All  landed  prop- 
erty to  be  sold . 


IN  THE  NAME  OF  GOD  AMEN,  I,  Alexander  Dick- 
son, of  the  county  of  Duplin,  being  infirm  in  Body,  but  of 
sound  and  perfect  memory,  blessed  be  God,  do  make  and 
ordain  this  my  last  Will  and  Testament  in  manner  and 
form  following,  that  is  to  say, 

IMPEIMTS.     My  will  is,  and  so  I  direct,  that  all  my 

just  debts  and  personal  expenses  be  first  paid  out  of  my 

estate   by  my   Executors   hereinafter   named.     It    is   my 

will  and  desire  that  all  my  Lands  be  sold  at  Public  Auction 

94 


Dixon  Charity  Fuxd.  95 

by  my  executors,  for  the  highest  price  that  may  be  got,  in 
the  following  manner,  that  is  to  say,  the  Manor  Plantation 
containing  300  acres  bought  of  Joseph  Dickson,  deceased. 
The  313  acres  adjoining  the  same  bought  of  Austin  Beas- 
ley,  and  1  1-2  acres  adjoining  that,  where  the  dead  tree  is, 
bought  of  Thomas  ]\IcGee  and  86  acres  between  his  own 
aud  Joseph  Brays  lines,  bought  of  said  Bray,  containing 
in  the  whole  716  1-1  acres,  which  said  parcels  of  land,  as 
above  described,  is  to  be  sold  all  in  one  lott.  Also  150 
acres  on  the  West  side  of  Maxwell  Swamp  on  the  head  of 
Jimmie's  Branch  bought  of  Abner  Huggins,  that  to  be 
sold  in  one  lott.  Also  50  acres  on  the  South  side  of  the 
head  of Branch,  bought  of  Robert  Dickson,  de- 
ceased. Also  50  acres  adjoining  the  same,  at  the  East 
end  and  joining  John  McGowan's  line.  Patented  by  my- 
self, the  two  above  mentioned  pieces  to  be  sold  in  one  lott. 
Also  300  acres,  or  thereabouts,  below  the  cross  roads  and 
on  both  sides  of  the  main  road,  adjoining  and  between 
Gabriel  H.  James,  Robert  Dickson  and  John  Hunter's 
lines  to  be  sold  in  one  lott,  Patented  by  myself. 

Item — I  leave  and  bequeath  to  my  nephew  John  Dick-  Bequest  to  John 
son   (son  of  my  Brother  Robert  Dickson,  of  Cumberland 
County,  Blockers  Ferry)   my  young  Xegro  Winch  named 
Amy  and  her  increase  to  him  and  his  heirs  forever. 

Item — I  leave  and  bequeath  to  my  nephew,  Joseph  Me-  Bequest  to  Joseph 
Gowan,  my  Xegro  Woman  named  Xaney  and  her  increase 
to  him  and  his  heirs  forever. 

Item — I  leave  and  bequeath  to  my  Xephew,  Jones  Dick-  Bequest  to  Jones 
son,  Five  Hundred  Dollars  to  be  paid  in  Xotes,  if  so  much 
in  possession  at  the  time  of  my  death,  if  not.  to  be  raised 
out  of  the  sails  of  my  estate  and  paid  to  him  by  my  exe- 
cutors. 

The  residue  of  mv  negroes  is  to  be  sold  in  the  following  Negroes  to  be  sold ; 

i  ■  ™  i   t  i    i         t-w         1  -r       ~  other  property  also. 

manner,  that  is  to  say.  Old  -Lucy  and  her  Daughter  Lucy 
and  her  son  Prank  and  her  increase  hereafter  to  be  sold 


96 


Dixon  Charity  Fund. 


Free  school  in 
Duplin. 


in  one  lott,  and  not  separated.  Also  Kitt  and  the  three 
youngest  children  that  she  may  have  at  the  time  of  my 
decease  to  be  sold  in  one  lott  and  not  separated.  Old 
Tarisman  is  to  be  well  treated  by  my  executors  and  not 
let  want  for  anything.  The  Negroes  not  herein  named  are 
to  be  sold  separate  to  the  highest  bidder.  The  remaining 
part  of  my  estate,  consisting  of  Horses,  Cattle,  Hoggs  and 
Sheep,  Household  and  Kitchen  furniture  and  Plantation 
Tools  of  every  description  and  Kinds  of  Crop  and  Pro- 
duce are  to  be  sold  in  the  same  way  as  my  other  Propertv. 
The  money  arising  from  the  said  sales  are  to  be  collected 
by  my  executors  when  due  as  soon  as  may  be.  Should 
there  be  any  money,  Bonds  or  Notes,  or  accounts  on  hand 
at  the  time  of  my  decease,  my  executors  are  to  account  for 
them  and  after  paying  out  all  expenditures  that  may  have 
accrued  heretofore,  or  may  hereafter  accrue,  the  neete 
proceeds  are  then  to  be  kept  and  put  by  my  executors  to 
the  use  of  a  Free  School  or  Schools  for  the  Benefit  of  the 
Poor  of  Duplin  County. 

Lastly.  I  hereby  nominate  and  appoint  my  Nephew, 
John  Dickson,  son  of  my  Brother  Robert  Dickson,  de- 
ceased, living  at  Blockers  Ferry,  Cumberland  County,  and 
also  my  Nephew,  Joseph  McGowan,  of  Duplin  County, 
son  of  William  McGowan,  deceased,  my  whole  and  sole 
executors  of  this  my  last  Will  and  Testament.  In  Wit- 
ness Whereof  I  the  said  Alexander  Dickson,  have  hereunto 
set  his  hand  and  seal  this  nineteenth  day  of  June  Eighteen 
hundred   and  thirteen. 

Alexander  Dickson,  (Seal) 

Signed,  sealed  and  delivered  by  the  Testator  to  be  his 
last  Will  and  Testament,  who  hath  in  our  presence  signed 
the  same  and  we  at  his  request  have  signed  the  same  as 
witnesses  thereto. 

Stephen  Graham. 
William  Mallard. 


Dixon  Charity  Fund.  97 

State  of  North   Carolina — Duplin   County. 

July  Term  of  the  County  Court  of  Please  and  Quarter 
Sessions  for  said  County  of  Duplin. 

The  within  Will  was  Exhibited  into  Court  and  after  Probate, 
being  duly  debated  and  discussed  was  admitted  to  probate 
and  Record.     And  was  duly  proved  in  open  Court  by  the 
oaths  of  Stephen  Graham  and  William  Mallard  the  sub- 
scribing witnesses   thereto. 

And  at  the  same  time  John  Dickson  and  Joseph  Mc- 
Gowan  the  Executors  named  in  the  said  will  came  before 
the  Court  and  Qualified  as  Executors  thereto  according 
to  law. 

Ordered  that  letters  issue  accordingly. 

Test.  Wm.  Dickson,  C.  C. 

Across  the  back  of  said  Will  is  the  following  endorse-  Endorsement, 
ment: 

Alexander  Dickson's 

Will 

Proved  and  Recorded 

July  Term,   1814. 

On  the  24th  of  January,  1817,  the  executors  reported  Value  of  fund  1817 
a  settlement  of  the  estate,  showing  a  net  balance  on  hand 
of  $12,621.49.     This  fund  has  always  been  known  as  the 
"Dickson  Charity  Fund,"  and  until  after  the  Civil  War 
was  managed  and  controlled  by  the  Clerk  and  Master  i11  control  of  fund  un  - 
Equity  and  the  income  applied  in  various  ways  for  edu-  nl  after  cml  war' 
cational  purposes.     In  recent  years  it  has  been  managed 
by  the  Board  of  County  Commissioners,  and  the  income 
applied  to  the  public  school  fund.        But  through  years  Fund  mismanaged 
of  mismanagement    and    ill-directed   investments,    it  has 
almost  come  to  naught,  and,  like  most  bequests  of  this  kind, 
has  not  served  the  high  purpose  for  which  it  was  intended 
by  the  donor. 

— From  Carr's  Dickson  Letters,  MS.  of  Revised  Edi- 
tion. 

7  97 


98  Dixon  Charity  Fund. 

Present   Income  Dickson  Fund. 

The  County  Treasurer  of  Duplin  County  for  the  year 
1904-05,  reported- that  he  received  $140.88  interest  from 
the  Dickson  Fund.  For  the  year  1905-06,  he  reported 
$140.89  from  the  same  source. 

— From  MS.  Records,  Office  State  Superintendent. 


1815 

1.  GOV.  MILLER'S  MESSAGE  ON  EDUCATION. 

2.  ASSEMBLY  COMMITTEES  ON   EDUCATION. 


99 


1.    GOV.  MILLER  S  MESSAGE  OK  EDUCATION. 

class  distinction         Knowledge  and  virtue  are  the  great  supporters  of  free 

ought  to  be  °  °  rJr 

avoided.  governments.     In  a  country  like  ours,  nothing  should  be 

more  carefully  guarded  against,  than  the  establishment  of 
anything  like  different  orders  in  society.  When  the 
sources  of  information  are  confined  to  a  few,  it  may  have 
a  tendency  to  introduce  into  society  an  order  of  men,  who, 
valuing  themselves  upon  their  superior  acquirements,  are 
too  apt  to  look  upon  those,  who  have  been  less  fortunate, 
with  a  degree  of  supercillious  contempt.  They  may  be 
too  apt  to  imbibe  the  idea,  that  the  people  were  made  for 
them  and  not  they  for  the  people. 
Plan  ought  to  be  It  is  under  the  hand  of  Legislative  patronage  alone, 
every  member  of     that  the  temple  of  science  can  be  thrown  open  to  all;  and 

society.  .  ... 

it  seems  to  me  well  worth  the  consideration  of  the  Legis- 
lature, if  some  plan  can  not  be  devised  by  which  every 
member  of  the  community,  no  matter  how  circumscribed 
his  situation,  may  have  an  opportunity  of  experiencing  the 
benefits  of  education. 
ah  can  not  be  edu-      The  progress  which  has  been  made  of  late  in  the  estab- 

cated  except  by  .  .  . 

public  patronage,  hshment  of  seminaries  for  the  education  of  youth  evinces 
a  spirit  of  genius  in  the  people  of  this  State  for  literary 
acquirements.  But  so  long  as  these  establishments  are 
left  to  depend  for  support  upon  the  individual  exertion 
their  beneficial  effects  must  necessarily  be  partial.  It  is 
under  the  fostering  hand  of  legislative  patronage  alone  that 
the  temple  of  science  can  be  thrown  open  to  all. 

— House  Journal,  1815. 


100 


2.    ASSEMBLY  COMMITTEES  ON  EDUCATION. 

House     Committee1     on    "Seminaries    of    Learning" :  House  committee. 
[Frederick  N"ash,  Orange,  and  Simmons  J.  Baker,  Martin. 

— House  Journal,  1815. 

Senate    Committee1    on    "Seminaries    of    Learning" :  senate  committee. 
James  McKay,  Bladen. 

— Senate  Journal,  1815. 


1  This  was  a  joint  committee  of  both  houses  of  the  Assembly.  The 
committee  made  no  report.  This  was  the  first  Assembly  committee 
on  education  ever  appointed. 


101 


1810 

1.  GOV.  MILLER'S  MESSAGE  ON  EDUCATION. 

2.  ASSEMBLY  COMMITTEES  ON  EDUCATION. 

3.  MURPHEY'S  REPORT. 

4.  GOV.  MILLER  ON  EMIGRATION. 

5.  LOTTERY  FOR  FAYETTEVILLE  ACADEMY  REFUSED. 

6.  THE  GRIFFIN  FREE  SCHOOL  1816-1840. 


102 


1.    GOV.  WILLIAM  MILLER'S  MESSAGE  0>  EDUCATION. 

The  subject  of  education  has  ahvays  been  one  of  pri-  The  more  ignorant 

the  hetter.  if  men 

niary  importance,  with  all  governments  established  for  the  are  intended  for 

J  r  '  °  ^       slaves. 

benefit  of  the  great  body  of  people.  Men  intended  for 
slaves  the  more  ignorant  the  better.  But,  if  for  freedom, 
they  ought,  of  course,  to  be  enlightened.  If  the  wealthy 
alone  be  admitted  into  the  temple  of  science,  the  most 
dangerous  species  of  aristocracy  may  be  apprehended, 
from  the  union  of  two  such  powerful  agents,  as  wealth  and 
talents. 

A  plan  by  which  the  means  of  obtaining  some  portion  Fund  for  advance. 

o       l  ,•  i  re       -i    j    ,  n  •      v    ment  of  literature 

of  education  may  be  arrorded  to  every  one,  however  mdi-  proposed. 
gent  is,  without  doubt,  practicable.     The  example  set  in  a 
neighboring  state,  in  establishing  funds  for  the  advance- 
ment of  literature  and  internal  improvements,  seems  well 
worthy   of  imitation. 

— House  Journal,  1816. 


103 


2.    ASSEMBLY  COMMITTEES  01V  EDUCATION. 

senate  committee.  Nov.  22,  1816.  Resolved  That  so  much  of  the  said 
message,  as  relates  to  the  subject  of  Public  Instruction, 
be  referred  to  a  select  joint  committee1.  And  on  the  part 
of  the  Senate  Mr.  Murphey  and  Mr.  Hinton  are  ap- 
pointed2. 

■ — Senate  Journal,  1816-17. 


House"committee. 


'Nov.  24,  1816.  House  Committee  on  Public  Instruc- 
tion :  Frederick  Nash,  Orange ;  Thomas  Settle,  Rocking- 
ham ;  William  Drew,  Halifax  town ;  Samuel  King,  Iredell. 

— House  Journal,  1816-17,  p.  8. 


Resolution  was  introduced  by  A.  D.  Murphey,  Orange. 
1  A.  D.  Murphey,  Orange,  and  John  Hinton,  Jr  ,  Wake. 


104 


3.    MURPHEY'S  REPORT. 

Dec.  19,  1816. — The  committee  to  whom  was  referred 
so  much  of  the  message  of  His  Excellency  the  Governor  as 
relates  to  the  subject  of  Public  Instruction,  report: 

That  after  forty  years  of  succssful  experiment,  the  most  The  united  states 

J    J  x      ^  7  has  had  forty  years 

sceptical  can  not  doubt  the  excellence  of  the  svsteni  of of  successful  gov- 

L  u  ernment. 

government  which  we  have  adopted.  Suited  to  our  geo- 
graphical situation,  to  our  genius  for  commercial  enter- 
prise, and  to  our  opinions  of  civil  liberty,  it  has  carried 
us  in  triumph  through  the  perils  of  a  revolution  at  a 
time  when  it  wanted  the  federative  strength  which  it  now 
possesses ;  and  in  a  late  war  has  exacted  the  respect,  if  not 
the  admiration,  of  distant  nations.  The  national  charac- 
ter has  given  force  to  the  operations  of  the  government, 
and  has  exhibited  both  the  splendid  virtues  which  adorn 
a  nation  and  the  more  humble  virtues  which  ornament 
private  life.  It  is  the  government  of  our  choice,  and 
that  of  our  forefathers,  who  established  it.     The  inheri-  This  inheritance 

.  Tin       should  be  handed 

tance  is  precious ;   and,  whilst  we  cherish  it  with  all  the  down  to  our  cmi- 

L  '  '  dren  unimpaired. 

feelings  of  an  ardent  patriotism,  let  us  in  prudence  seek 
to  give  to  it  improvement  and  duration,  that  our  children 
may  receive  it  from  us  unimpaired,  but  rendered  more  rich 
by  the  culture  which  we  shall  bestow  upon  it. 

A  republic  is  bottomed  upon  the  virtue  of  her  citizens ;  it  is  knowledge 

x  ,    .  .  only  that  lights  the 

and  that  virtue  consists  in  the  faithful  discharge  of  moral  path  of  duty. 
and  social  duties  and  in  obedience  to  the  laws.     But  it  is 
knowledge  only,  that  lights  up  the  path  of  duty,  unfolds 
the  reasons  of  obedience  and  points  out  to  man  the  pur- 
poses of  his  existence.     In  a  government,  therefore,  which  Pubiic  Virtue 

,  ,t  it'j  re  iiit  J   demands  the  diffu- 

rests  upon  the  public  virtue,  no  efforts  should,  be  spared  Sion  of  knowledge, 
to  diffuse  public  instruction ;   and  the  government  which 
makes  those  efforts,  finds  a  pillar  of  support  in  the  heart 
of  every  citizen.     It  is  true  that  knowledge   and  virtue 
do  not  always  go  hand  in  hand ;  that  shining  talents  are 

105 


106 


Murphey's  Report,  1816. 


Men  are  virtuous 
in  the  degree  they 
are  enlightened. 


Wisdom  gives  exer- 
cise to  the  generous 
sensibilities. 


The  great  body  of 
the  people  are  the 
strength  of  the 
State. 


The  State  should 
afford  to  all  the 
opportunity  to 
learn  their  rights 
and  duties. 


This  requires  a 
system  of  public 
education. 


The  system  adopt- 
ed should  make 
provision  for  all    ' 
classes. 


sometimes  united  with  a  corrupt  heart,  but  such  cases  only 
form  exceptions  to  a  general  rule.  In  all  ages  and  in 
all  countries,  the  great  body  of  the  people  have  been  found 
to  be  virtuous  in  the  degree  in  which  they  have  been  en- 
lightened. There  is  a  gentleness  in  wisdom,  which  softens 
the  angry  passions  of  the  soul,  and  gives  exercise  to  its 
generous  sensibilities.  And  there  is  a  contentment  which 
it  brings  to  our  aid :  humility  in  times  of  prosperity,  forti- 
tude in  the  hour  of  adversity,  and  resignation  in  affliction. 
True  wisdom  teaches  men  to  be  good  rather  than  great ; 
and  a  wise  providence  has  ordered  that  its  influence  should 
be  most  felt  where  it  is  most  needed,  among  the  great 
body  of  the  people,  who,  constituting  the  strength  of  the 
State,  have  no  other  ambition  than  to  see  their  country 
prosper  and  their  wives  and  children  and  friends  happy. 
To  the  several  classes  who  compose  this  great  body,  the 
attention  of  the  government  should  be  particularly  direct- 
ed ;  to  teach  them  their  duties  and  enable  them  to  under- 
stand their  rights.  The  frightful  examples  of  a  few  indi- 
viduals who  are  led  astray  by  the  temptations  of  vice  or  the 
seductions  of  pleasure,  will  not  deter  the  State  from  doing 
its  duty.  She  will  extend  her  maternal  care  to  all  her 
children.  She  will  endeavor  to  reclaim  the  vicious,  to 
strengthen  the  wavering,  to  reward  those  who  do  well,  and 
afford  to  all  the  apportunities  of  learning  their  duties  and 
their  rights. 

To  effect  this  benevolent  purpose,  a  judicious  system  of 
public  education  must  be  established.  Few  subjects  pre- 
sent more  serious  difficulties,  none  is  of  more  vital  im- 
portance. To  frame  a  system  which  shall  suit  the  condi- 
tion of  our  country  and  the  genius  of  its  government, 
which  shall  develop  the  faculties  of  the  mind  and  improve 
the  good  dispositions  of  the  heart ;  which  shall  embrace  in 
its  views  the  rich  and  the  poor,  the  dull  and  the  sprightly 
is  a  work  of  great  magnitude  and  requires  details  to  give 
it  efficacy,  which  the  little  time  allowed  to  your  commit- 


Murphey^s  Report,  1816.  107 

tee  will  not  permit  them  to  attempt.      They  will,  however.  Details  should  be 

.  .  in-  i  worked  out  bv  a 

give  their  general  views  upon  the  subiect  and  recommend  committee  and  re- 

00  ;*-_  _  ported  to  next 

to  the  Legislature  to  appoint  men  to  till  up  the  outlines  Assembly. 
in  detail  and  make  report  to  the  next  General  Assembly. 

Your   committee   feel   proud   to   look   back   and   review  Few  states  have 

re  i-ii  i  l      ■       a-        i     r\         t  t  e    excelled  North 

the  efforts  which  have  been  made  m  JNorth  Carolina  to  dii-  Carolina  in  exam- 
pies  of  private 
fuse   public  instruction.      Few   states   have   afforded   such  donations  to  edu- 

J-  cation. 

examples  of  private  munificence  for  this  purpose.  And 
the  Legislature  has  lent  its  fostering  care,  by  establishing 
an   University   and   endowing   it   with   funds.      But  your  private  effort  has 

,  .  ,  *  not  been  entirely 

committee  regret  that  such  success  has  not  attended  these  successful. 

benevolent   efforts   of   their   fellow   citizens   as   they   seem 

to  have  merited ;  and  they  entertain  the  fear  that  no  better 

success  will  hereafter  attend  them,  until  a  general  system  a  general  system 

of  public  education  shall  be  established  and  enforced  bv  should  include 

"    schools  from  pri- 

the  Legislature.        This    general  system  must    include   a  ^aTJ !? the 

o  o  .  «/  highest. 

gradation  of  schools  regularly  supporting  each  other,  from 
the  one  in  which  the  first  rueliments  of  education  are  taught 
to  that  in  which  the  highest  branches  of  the  sciences  are 
cultivated.      It  is  to  the  first  schools  in  this  gradation  that  The  primary 

,  schools  in  which 

your   committee   beg   leave   to  draw  the  attention   of   the  reading,  writing 

"  _  and  arithmetic  are 

Legislature  at  this  time,  because  in  them  will  be  taught  the  ^"S11*  mttyl]? the 
learning  indispensable  to  all — reading,  writing  auel  arith- state' 
metic.      These  schools  must  be   scattered  over   every   sec- 
tion of  the..  State,   for  in  them   education  must   be  com- 
menced and  there  it  will  terminate  as  to  more  than  one- 
half  of  the  community. 

These  schools  will  be  the  most  difficult  in  th;  ir  orgaui-  Primary  schools 

_       most  expensive  and 

zation,  and  the  most  expensive  to  the  State :  but  thev  will  difficult  to  organ- 

'  L  J  ize,  while  they  are 

be  the  most  useful,  inasmuch  as  all  the  children  of  the  the  most  usefuL 
State  will  be  taught  in  them,  and  many  of  these  children 
are  destined  never  to  be  taught  in  any  other.  Here  their 
education  will  commence  anel  have  its  end.  With  the 
learning  which  they  here  acquire,  they  will  pass  into 
active  life  and  take  rank  with  their  fellow  citizens.  It  is 
important  therefore  that  in  these  schools  the  precepts  of 


108  Mtjbphey's  Report,  1816. 

Morality  and  reii-   morality  and  religion  should  be  inculcated,  and  habits  of 

gion  highly  impor- 
tant- subordination  and  obedience  formed.      One  of  the  greatest 

blessings  which  the  State  can  confer  upon  her  children 

is  to  instill  into  their  minds  at  an  early  period  moral  and 

religions  truths.     Depraved  must  be  the  heart  that  does 

not  feel  their  influence  throughout  life.     It  is  a  subject  of 

Early  education  of  deep  regret  that  at  this  time  in  North  Carolina  the  earb- 

children  now  left  L         °  " 

to  chance.  education  of  youth  is  left  in  a  great  measure  to  chance. 

Thousands  of         Thousands   of   unfortunate   children   are  growing   up    in 

children  growing  .  .  ,     ,,      .  -,  3  -,.     •  j     , 

up  in  periect  perfect    ignorance   01    their   moral    and    religious    duties. 

ignorance. 

Their  parents  equally  unfortunate  know  not  how  to  in- 
struct them,  and  have  not  the  opportunity  or  ability  of 
placing  them  under  the  care  of  those  who  could  give  them 
The  state  should     instruction.     The  State,  in  the  warmth  of  her  affection 
unfortunates.         and  solicitude  for  their  welfare,  must  take  charge  of  those 
children  and  place  them  im  schools  where  their  minds  can 
be  enlightened  and  their  hearts  can  be  trained  to  virtue, 
children  of  the  There  is  another  class  of  unfortunate  children  who  are 

nate  often  attain"    objects  of  anxious  solicitude.      These  are  the  children  of 

wealth  and  honors. 

the  poor,  whose  parents,  bereft  of  the  comforts  of  lite,  are 
rendered  doubly  wretched  by  seeing  their  children  bereft 
of    the    opportunities   of    education.     How   often    among 
these  children  do  we  not  see  the  most  promising  genius  ? 
And  how  often  has  not  this  genius  been  seen  to  burst  the 
fetters  which  enchained  it  to  the  bed  of  poverty  and  tower- 
ed its  way  to  wealth  and  honours  ?     Genius  delights  to  toil 
with  difficulties:  they  discipline  its  powers  and  animate 
Many  whose  vir-     ^s  courage.     Hence   it  has  happened   that  many   whose 
humanity  werened  elevation    has   been    prominent    and   whose   virtues   have 
adorned  humanity  have  been  born  in  the  lap  of  poverty. 
The  state  should     The  State  must  take  into  her  bosom  these  poor  children, 
a^dlducaKhese  and  feed  and  clothe  and  educate  them  at  the  public  ex- 
&anrsferringethe      pense.     Such  of  them  as  give  proofs,  of  genius  and  hopes 
higher  schools.       of  future  usefulness  should  be  transferred  to  schools  of 
higher  grade,  and  eventually  brought  forward  into  active 
life  under  the  public  patronage.     Among  these  youths  who 


Murphey's  Keport,  1816.  109 

shall  thus  be  educated  at  the  public  expense,  the  State 
will  find  her  most  useful  citizens.  Their  devotion  to  her 
interests  will  be  unbounded;  her  attachment  to  them  will 
be  unlimited.     From  these  teachers  may  be  selected  for  Tnus  the  state 

•  coulcl  st*cu.rt? 

the  schools  m  which  they  are  qualified  to  teach ;  and,  as  teachers, 
they  have  been  educated  at  the  public  expense  because  they 
were  poor,  they  must  in  return  teach  gratuitously  the  poor 
children  placed  under  their  care.  And,  to  stimulate  them 
to  honest  and  active  exertions,  let  those  who  shall  faithfully 
discharge  their  duty  in  teaching  for  the  time  required  of 
them,  be  rewarded  for  their  fidelity  by  being  advanced  into 
higher  schools  and  instructed  in  the  sciences  at  the  public 
expense. 

Discreet  persons  must  be  appointed  in  each  countv  to  Discreet  persons 

"  should  be  appoint- 

superintend    and  manage    the  concerns    of  the    sectional  ^d  in  each  county 

r  o  to  manage  the 

schools  which  shall  be  established,   and  to  designate  the  several  ^adel 
children  who  shall  be  educated  in  part  or  in  the  whole  at 
the  public  expense.     The  application  of  the  funds  which 
shall  be  consecrated  to  the  purposes  of  these  schools  shall 
be  made  by  them. 

There   yet   remains   one   class   of   unfortunate   human  Deaf  and  dumb 

,  ...  '  .  should  be  edu- 

bemgs  who  have  peculiar  claims  upon  our  humanity  and  cated. 
who  must  not  be  overlooked  in  a  plan  of  public  instruction. 
These  are  the  deaf  and  the  dumb.  There  is  a  language 
of  nature,  expressed  by  the  countenance,  which  all  un- 
derstand. This  is  the  language  of  feeling,  and,  being  the 
only  one  known  to  the  deaf  and  dumb,  is  by  them  spoken 
with  peculiar  eloquence.  But  the  artificial  language  neces- 
sary to  the  acquaintance  of  abstract  ideas  and  to  the  de- 
velopment of  the  intellectual  faculties  remained  unknown 
to  this  part  of  our  species,  until  lately,  when  Providence 
in  its  goodness  vouchsafed  to  discover  to  the  Abbe  de  Or. 
Epee  the  method  of  applying  signs  scientifically  to  their 
instruction.  And  at  this  day  they  can  be  taught  language 
and  instructed  in  religion,  morals  and  the  sciences  about 


HO  Murphey's  Report,  1816. 

Connecticut  first  to  as  easily  as  those  who  can  hear  and  speak.     Connecticut 
education  of  the     has  had  the  honor  of  establishing  the  first  asylum  for  the 

deaf  and  dumb.  . 

deaf  and  the  dumb  upon  this  Continent.  And  Messrs. 
Gallaudet  and  Clerc  who  have  been  the  active  ministers 
of  humanity  in  founding  this  asylum  deserve  the  thanks 
of  the  human  race.  The  number  of  the  deaf  and  dumb  in 
North  Carolina  is  not  great,  but,  small  as  it  is,  it  claims 
the  humane  attentions  of  the  government, 
our  highest  duty         When  we  shall  commence  this  great  work  of  national 

to  our  fellow-beings  ° 

whenTTOrfaceffea  charity,  of  establishing  schools  for  public  instruction  in 
thehmneansofreduh  every  section  of  the  State,  and  educating  at  the  public  ex- 
pense those  to  whom  poverty  has  denied  the  means  of 
educating  themselves,  may  we  not  hope  that  a  benevolent 
God  will  smile  upon  our  labours  and  cause  them  to  pros- 
per ?  We  shall  have  discharged  the  highest  duty  which  w« 
owe  to  our  fellow-beings,  when  we  shall  place  within  their 
power  the  means  of  learning  those  things  which  belong  to 
their  temporal  and  everlasting  peace. 
Now  possible  to  ap-      To  carry  into  effect  any  General  System  of  Public  In- 

propriate  8500,000  .  . 

to  carry  on  a  gen-   struction  much  expense  must  be  incurred.      But  vour  com- 

eral  system  of  d 

education.  mittee  rejoice  that  the  state  of  our  finances  will  shortly 

put  it  in  the  power  of  the  Legislature  to  appropriate  nearly 
half  a  million  dollars  to  this  purpose,  and  yet  not  withhold 
the  appropriations  which  shall  be  necessary  to  complete 
the  system  of  Internal  Improvements  now  under  considera- 
tion. Your  committee  would  gladly  exhibit  views  of  our 
finances  to  prove  that  this  would  be  the  result,  but  that 
duty  more  properly  belongs  to  the  committee  who  have  the 
subject  of  the  public  revenue  under  consideration. 

Your  committee  forbear  to  attempt  the  details  which 
will  be  necessary  to  give  effect  to  the  system  of  education 
which  they  recommend  to  the  consideration  of  the  Legisla- 

Detaiis  of  the  plan  ture.     Much  time  and  much  deliberation  will  be  required 

of  education  to  be 

reported  later.        to  mature  them  and  your  committee  recommend  to  the  two 
Houses  to  adopt  the  following  resolution  : 


Mubphey's  Report,  1816.  Ill 

Committee  ox  Public  Ixstbuctiox. 
Resolved,  That  the  speakers  of  the  two  Houses  of  the  committee  to  re- 

.  port  to  next  As- 

(jreneral  Assembly  appoint  three  persons,  to  digest  a  system  sembiy. 
of  public  instruction  founded  upon  the  general  principles 
of  the  foregoing*  report,  and  submit  the  same  to  the  con- 
sideration of  the  next  General  Assembly.1 
Respectfully  submitted, 

A.  D.  Muephey,  Chairman. 

Dec.  19,  1816:     In  Senate  Deer.  19th  1816     Read  and 
resolved  that  this  House  do  concur  therewith. 

Johx  Branch  Sp.  S. 

— Senate  Journal,  1816. 

In  House  of  Commons  21  Deer.   1816     Read  and  re- 
solved that  this  House  do  concur  therewith. 

Jas.  Ieedell  S.  IT.  C. 


1  No  record  as  to  who  was  appointed  on  this  committee. 


4.    GOV.  WILLIAM  MILLER  ON  EMIGRATION. 

our  products  go  The   State   of  jSTorth   Carolina,   though   not   so  highly 

to  swell  exports  of    »  ,  >,    n  .  ,  , 

two  sister  states,  favored  as  some  oi  her  sister  states,  has  yet  many  ad- 
vantages, which  if  properly  improved,  would  give  her  that 
stand  in  the  union,  to  which  her  population  and  extent  of 
territory  so  eminently  entitle  her.  *  *  *  Situated  as 
she  now  is,  a  great  part  of  her  produce  goes  to  swell  the 
amount  of  the  exports  of  the  two  adjoining  States.  To 
prevent  this,  State  pride  as  well  as  interest  should  prompt 
system  of  internal  us  to  use  every  exertion.  Let  her  rivers  be  made  navi- 
^cessaiytofree     gable,  and  if  practicable  her  outlets  to  the  ocean  opened, 

North  Carolina  -.  .  ,        ,       ,  ,  .       , 

from  commercial     and  ere  long,  we  should  have  her  agriculture  improving, 

dependence  and  to  _  _  ° 

prevent  emigra-      her  commercial  towns  risine;  to  importance,  the  value  ox 

tion.  .     °  x  ' 

her  land  increasing,  and  her  people,  instead  of  seeking  new 
countries,  contented  to  remain  at  home  and  cultivate  the 
soil  that  gave  them  birth.  Instead,  then,  of  only  con- 
tributing to  the  wealth  and  aggrandisement  of  others,  we 
should  be  enabled  to  manage  our  own  commercial  concerns, 
and  to  free  ourselves  from  a  degrading  species  of  depend- 
ence unon  the  citizens  of  other  States. 

— From  Governor  s  Message,  House  Journal,  1816. 


112 


5.  LOTTERY  FOR  FAYETTEYTLLE  ACADEMY  REFUSED. 

A  Bill  to  authorize  the  Trustees  of  Fayetteville  to  raise 
by  way  of  Lottery  a  sum  of  money  for  the  use  of  said 
school. 

Be  it  enacted  by  the  General  Assembly  of  the  State  of  Fayetteviiie  Acad- 

.        emy  authorized 

North  Carolina  and  it  is  hereby  enacted  by  the  authority  to  raise  so.ooo 

J  d  *    by  lottery. 

of  the  same,  That  the  Trustees  of  the  Fayetteville  Academy 
be  and  they  are  hereby  authorized  to  raise  by  way  of  one 
or  more  lotteries  the  sum  of  five  thousand  dollars  for  the 
use  and  benefit  of  said  Academy. 

And  be  it  further  enacted,  That  before  the  Trusteees 
Aforesaid  shall  proceed  to  use  and  dispose  of  any  tickets 
In  the  Lotterv  hereby  authorized,  they  shall  give  bond  ir  Trustees  to  ?ive 

bond. 

the  sum  of  Five  Thousand  Dollars  payable  to  the  Commis- 
sioners of  the  Town  of  Fayetteville  for  the  fair  conducting 
of  said  Lottery  or  Lotteries,  which  bond  may  be  put  in 
suit  without  assignment  for  the  benefit  of  any  person  in- 
jured by  the  misconduct  of  said  Trustees. 

In  House  of  Commons  Dec.  24,  1816 :     Read  and  In-  Rpfused_ 
definitely  Postponed. 

— Unpublished  Legislative  Documents,  1816. 


113 


6.     THE   GBIFEIJV   FKEE    SCHOOL— 1816-1840. 

GRIFFIN    VS.    GKAHAM   AND   OTHERS— FROM 
JOHNSTON. 

IN   EQUITY. 

Moses  Griffin*  made  his  will,  containing  the  following 
devises  and  bequests:     "I  appoint  E.  G.,  W.  G.,  &c,  trus- 
tees of  my  estate,  and  executors  of  my  will — I  give  the 
remainder  of  my  estate"  (after  certain  legacies  and  pay- 
ment of  his  debts)    "to  my  said  trustees  and  executors, 
in  trust,  to  be  managed  by  them  to  the  best  advantage  for 
the  purpose  hereinafter  mentioned.     I  desire  my  landed 
property  shall  not  be  sold,  but  rented  out  to  the  best  ad- 
vantage.    I  desire  that  my  trustees  and  executors,  out  of 
the  issues  and  profits  of  my  estate,  real  and  personal,  shall 
purchase  two  acres  of  ground  in  JSTewbem,  and  as  soon  as 
the  funds  arising  from  the  profits  of  my  estate  be  deemed 
by  them  sufficient  to  make  a  commencement,  that  a  brick 
house  shall  be  erected  on  said  land,  suitable  for  a  school 
room,  and  finished  in  a  plain  manner,  fit  for  the  accom- 
modation of  indigent  scholars,  and  be  called  'Griffin's  Free 
School.'     And  it  is  my  desire,  that  as  soon  as  the  house  is 
finished,   and  the  funds  arising  from  the  profits  of  my 
estate  will  admit,  a  proper  schoolmaster  shall  be  employed 
to  teach  and  educate  therein,  as  many  orphan  children,  or 
the   children  of  poor   and  indigent  parents,   who,   in  the 
judgment  of  my  trustees  are  best  entitle  to  the  donation,  ss 
the  funds  are  equal  to — and  it  is  my  wish  to  clothe  and 
maintain  the  indigent  scholars  as  well  as  school  them ;  and 
when  they  shall  arive  at  the  age  of  fourteen,  it  is  my  de- 
sire that  my  executors  bind  them  out  to  suitable  occupa- 
tions.    And  to  prevent  misconception,  my  meaning  is,  that 
the  amount  of  my  estate,  real  and  personal,  be  considered 
as  a  principal  sum,  and  remain  undiminished  forever;  and 


*  Died  in  1816.  114 


The  Griffin  Free  School.  115 

that  the  issues  and  profits  only  shall  be  appropriated  to 
the  support  of  the  said  free  school.  And  it  is  my  desire, 
that  all  interest  arising  from  money,  shall  be  put  out  at  in- 
terest again,  and  be  deemed  principal,  and  continue  at 
interest  until,  by  my  executors,  it  shall  be  deemed  suffi- 
cient to  put  the  institution  in  operation." 

The  heirs  at  law  and  next  of  kin,  filed  this  bill  against 
the  executors  and  trustees,  praying  to  have  the  trusts  de- 
clared void,  and  that  the  Defendants  might  be  declared 
the  trustees  for  them  and  for  an  account. 

Held  by  a  majority  of  this  Court,  that  the  Statute  of 
the  43d  of  Elizabeth,  c.  4,  is  in  force  in  this  State,  and 
that  the  Court  of  Equity,  by  virtue  of  it,  has  jurisdiction 
of  all  charities. 

Held  also,  that  independent  of  that  statute,  and  though 
the  jurisdiction  of  charities  in  England  belong  to  the  Court 
of  Chancery,  not  as  a  Court  of  Equity,  but  as  administer- 
ing the  prerogative  of  the  Crown,  the  Court  of  Equity  of 
this  State  hath  the  like  jurisdiction :  for,  upon  the  revolu- 
tion, the  political  rights  and  duties  of  the  King  devolved 
upon  the  people  in  their  sovereign  capacity ;  and  they,  by 
their  representatives,  have  placed  this  power  in  the  Courts 
of  Equity,  by  the  acts  of  Assembly  of  1778,  c.  5,  and 
1782,  e.   11. 

But  if  this  were  not  so:  it  is  further  It  eld,  that  as  there 
are  trustees  and  a  trust  for  a  definite  charity,  and  a  speci- 
fic object  pointed  out,  the  Court  would,  as  a  mere  matter 
of  trust,  take  cognizance  in  this  case,  by  virtue  of  its  ordi- 
nary jurisdiction  as  a  Court  of  Equity. 

Held  also,  that,  if  the  Court  of  Equity  had  no  juris- 
diction of  charities,  as  such,  nor  of  a  trust  relating  to  them, 
and  could  not,  upon  a  bill  by  the  trustees  or  others  estab- 
lish the  charity  by  decree,  yet,  inasmuch  as  the  estate  of 
the  trustees  is  good  at  law,  and  the  condition  or  the  trust 
is  certain  and  net  unlawful,  no  trust  results,  in  this  case. 


116  The  Griffin  Free  School. 

for  the  heir  or  next  of  kin:  and  therefore  the  hill  is  dis- 
missed. 

Held  also,  that  this  will  doth  not  create  a  perpetuity*. 
for  the  trustees  have  the  power  of  alienation — and  though 
notice  to  the  purchaser  might  effect  him  in  Equity,  yet 
that,  being  a  circumstance  collateral  to  the  power  of  selling, 
will  not  affect  the  question  of  perpetuity :  and  the  clauses 
in  the  bill  of  rights  and  constitution,  were  designed  only 
to  prevent  dangerous  accumulations  of  individual  wealth, 
and  referred  to  estates-tail  alone:  the  establishment  of 
a  permanent  fund  for  charitable  uses  does  not  come  within 
the  mischief,  and  is  not  prohibited  by  either  of  these 
clauses,  nor  by  the  common  law. 

— North  Carolina  Reports,  Hawks'  Law  and  Equity, 
June  Term  1820,  Vol.  XIII,  pp.  96-97. 

CHAPTEK  LV. 

An  Act  to  Incorporate  the  Trustees  of  Griffin^s 
Free  School. 

\\  nereas  Moses  Griffin,  late  of  the  town  of  Newbern,  by 
his  will  devised_all  the  residue  of  his  estate  to  Edward 
Graham,  William  Gaston,  John  Devereux,  Francis  Hawks, 
and  John  Oliver  upon  trust,  that  they  should,  out  of  the 
rents  and  profits  of  his  estate,  both  real  and  personal,  pur- 
chase two  acres  of  land  in  some  convenient  and  healthy 
place  near  the  town  of  Newbern ;  and  as  soon  as  the  funds 
arising  from  the  issues  and  profits  of  his  said  estate  should 
be  deemed  by  the  said  trustees  sufficient,  that  they  should 
erect  a  brick  house  one  and  a  half  story  high  upon  the 
said  two  acres  of  land,  which  said  house  the  said  testator 
directed  to  be  thirty  feet  long  and  twenty  feet  wide,  and  to 
have  a  large  room  suitably  furnished  for  a  school  room 
laid  off  on  the  first  floor,  the  remainder  of  said  house  to 
be  furnished  in  a  plain  manner  fit  for  the  accommodation 
of  indigent  scholars ;  which  house  should  be  called  Grif- 
fin's  Free    School.     And   whereas   also  the   said   testator 


The  Griffin  Free  School.  117 

directed  further  that  as  soon  after  the  erection  of  the  said 
house,  as  the  funds  arising  from  the  issues  and  profits  of 
his  estate,  both  real  and  personal  should  admit  of,  a  school- 
master should  be  employed  for  the  purpose  of  teaching  and 
educating  therein  as  many  orphan  children  or  the  children 
of  such  poor  and  indigent  persons  as  were  unable  to  ac- 
complish it  by  their  own  means,  and  who  in  the  judgment 
of  the  said  trustees  were  best  entitled  to  the  benefit  of  said 
donation,  as  the  funds  might  be  found  equal  to ;  with  a 
further  direction  to  the  said  trustees  that  the  said  poor 
and  indigent  children  should  be  boarded,  clothed  and  ap- 
prenticed from  the  rents  and  profits  of  his  estate,  when- 
ever the  funds  arising  therefrom  should  be  sufficient ;  with 
a  permission  by  the  said  testator  that  the  schoolmaster 
who  might  be  employed  by  his  said  trustees  should  receive 
from  the  parents  and  guardians  of  twenty-five  scholars 
other  than  indigent  ones,  such  tuition  as  he  might  make 
terms  for. 

And  whereas  the  said  Edward  Graham  and  Fraiicis 
Hawks  have  died  since  their  said  testator,  and  it  is  desir- 
able that  the  said  trustees  should  have  a  perpetual  suc- 
cession :     Therefore, 

Be  it  enacted  by  the  General  Assembly  of  the  State  of 
North  Carolina  and  it  is  hereby  enacted  by  the  authority 
of  the  same,  That  William  Gaston,  John  Devereux,  John 
Oliver,  George  S.  Attmore,  George  Wilson,  James  C.  Cole, 
John  IST.  Roberts,  John  T.  Lance  and  John  M.  Bryan,  be, 
and  they  are  hereby  constituted  a  body  corporate  and 
politic,  by  the  name  of  the  Trustees  of  Griffin's  Free 
School ;  and  shall  have  a  perpetual  succession  and  a  com- 
mon seal;  and  be  in  law  capable  of  suing  and  being  sued, 
impleading  or  being  impleaded,  in  all  courts  either  of  law 
or  equity;  and  may  take  and  receive  from  the  said  surviv- 
ing trustees,  or  the  personal  representatives  of  those  who 
are  dead,  conveyances  and  assignments  for  all  the  lands, 


118  The  Gbiefin  Free  School. 

funds,  stocks  or  choses  in  action  which  they  hold  from,  the 
said  testator;  and  further  may  take  and  receive,  either  by 
gift  or  will,  any  personal  estate,  funds  or  choses  in  action 
which  may  be  given  to  them  for  the  use  of  the  said  schooL 
il.  And  be  it  further  enacted,  That  upon  the  death  or 
removal  of  any  of  tiie  said  trustees,  or  upon  any  of  them 
refusing  to  act  in  the  said  trust,  the  vacancy  thus  created 
shall  be  filled  by  the  remaining  trustees. 

III.  And  be  it  further  enacted,  Thai  five  of  the  said 
trustees  shall  be  a  quorum,  for  the  transaction  of  all  busi- 
ness. 

IV.  And.  be  it  further  enacted,  That  the  said  trustees 
may  elect  a  secretary  and  treasurer,  who  shall  give  bond, 
satisfactory  to  the  trustees,  for  the  faithful  discharge  of 
his  duties  as  secretary  and  treasurer,  and  who  shall  re- 
ceive such  compensation  as  may  be   settled  by  the  said 

'  trustees. 

And  whereas  it  is  represented  that  a  suit  in  equity  is 
now  peuding  for  the  purpose  of  ascertaining  the  amount  of 
the  assets  of  the  said  Moses  Griffin,  which  may  be  in  the 
hands  of  John  Devereux  or  John  Oliver,  survivors  of  his 
executors  who  proved  the  said  will,  or  which  may  have 
come  to  the  hands  of  Edward  Graham  or  Francis  Hawks : 

V.  Be  it  further  enacted,  That  when  the  accounts  in 
the  said  suit  have  been  taken  and  a  final  decree  passed 
therein,  it  shall  and  may  be  lawful  for  the  said  surviving 
trustees,  or  the  executors  or  administrators  of  those  who  are 
dead,  to  pay  any  balance  in  their  hands  to  the  secretary 
and  treasurer  of  the  corporation  hereby  created ;  and  the 
receipt  of  such  secretary  and  treasurer  shall  be  a  final  dis- 
charge to  the  said  trustees  or  said  executors  or  administra- 
tors for  the  amount  thus  paid:  Provided  always,  and  it 
is  hereby  declared,  that  the  said  will  of  the  said  Moses 
Griffin,  as  above  recited  shall  be  held  and  deemed  to  *oe  the 
fundamental  law  of  the  said  corporation:     And  provided 


The  'Griffin  Free  School.  119 

further,  thai  this  act  shall  not  be  in  force  unless  the  sur- 
viving executors  and  trustees  of  the  said  Moses  Griffin 
shall,  within  twelve  calendar  months  after  the  passagt 
thereof,  file  in  the  office  of  the  Secretary  of  the  State  their 
assent  in  writing  to  the  same. 

— Laws  of  1833-SJf.,  chapter  LV,  pp.  5^-55. 


1817 

1.  GOV.  MILLER'S  MESSAGE  ON  EDUCATION. 

2.  ASSEMBLY  COMMITTEES  ON  EDUCATION. 

3.  MURPHEY'S  REPORT  ON  EDUCATION. 

4.  WALKER'S  REPORT  ON  EDUCATION. 

5.  MURPHEY'S  BILL  TO  DIFFUSE  KNOWLEDGE. 

6.  FEMALE  BENEVOLENT  SOCIETY  OF  WILMINGTON. 

7.  LOTTERY  FOR  SMITHVILLE  ACADEMY  REFUSED. 


120 


1.    GOV.  MILLER'S  MESSAGE  OX  EDUCATION. 

To  enlighten  the  public  mind  in  a  free  government,  has  Blessings  of  free 

^  government 

ever  been  held  the  surest  mode  of  perpetuating  the  bless-  dependent  on 

L       L  °  education. 

ings  of  that  government.  In  proportion  as  each  individual 
in  a  community  is  informed,  just  in  that  proportion  is  he 
calculated  to  appreciate  the  benefits  derived  from  the  com- 
munity. To  devise  a  plan  by  which  instruction  may  be 
extensively  diffused,  occupied  some  portion  of  the  atten- 
tion of  the  last  Legislature ;  and  as  the  subject  may  again 
be  submitted  for  consideration,  it  may  not  be  unreason-  Attention  im-ited 

11      £  ,i  •,  ,•  .,     •  ,.    to  consideration 

able  for  me  thus  to  mvite  your  attention  to  it  in  a  parti-  of  a  pi«n  of  public 

instruction. 

cular  manner. 

— House  Journal,  1817. 


121 


2.    ASSEMBLY  COMMITTEES  ON  EDUCATION. 

senate  committee.  The  Senate  Committee  on  Education :  Thomas  Wynns, 
Hertford;  Archibald  D.  Murphey,  Orange. 

— Senate  Journal  1817-18,  p.  8. 

House  eommittee.  House  Committee  on  Education :  Alfred  Moore, 
Brunswick ;  David  E.  Caldwell,  Iredell ;  Hutchins  G.  Bur- 
ton, Halifax ;  and  Stephen  L.  Ferrand,  Salisbury. 

— House  Journal,  1817-18,  p.  llf. 


122 


3.    MURPHEY'S  REPORT  0>  EDUCATION. 

Saturday,  Xov.  29,  1S1T. — Mr.  Murphey  handed  in  the 
following  report : 

The  Committee  to  whom  were  referred  so  much  of 
the  Message  of  his  Excellency  the  Governor,  as  relates  to 
public  instruction,  Report  Tn  Part :  zeal  for  the  public 

welfare  has  taken 

That  we  have  much  reason  to  thank  Providence  for  the  ^fittcS  strife11*1 
arrival  of  a  period,  when  our  country  enjoying  peace  with 
foreign  nations  and.  free  from  domestic  inquietude,  turns 
her  attention  to  improving  her  physical  resources,  and  the 
moral  and  intellectual  condition  of  her  citizens.  The  war 
of  party  spirit  which  for  twenty  years  has  disturbed  her 
tranquility  and  perverted  her  ambition,  has  terminated; 
and  political  strife  has  yielded  its  place  to  an  honorable 
zeal  for  the  public  welfare.  Enlightened  statesmen  will 
avail  themselves  of  this  auspicious  period  to  place  the 
fortunes  of  the  State  upon  a  basis  not  to  be  shaken ;  to 
found  and  cherish  institutions  which  will  guarantee  to  the 
people  the  permanence  of  their  government,   and  enable  sentiment  now  in 

■  •  -n  r-m  favor  of  internal 

them   to   appreciate    its   excellence.     The     legislature     oi  improvements  and 

■L  x  °  education. 

Xorth  Carolina,  giving  to  their  ambition  an  honorable 
direction,  have  resolved  to  improve  this  period  for  the  best 
interests  of  the  State ;  to  adopt  and  carry  into  effect  liberal 
plans  of  internal  improvements ;  to  give  encouragement 
to  literature,  and  to  diffuse  the  lights  of  knowledge  among 
all  classes  of  the  community.  Let  us  foster  the  spiiit 
which  has  gone  abroad ;  it  will  lead  to  the  happiest  results. 
If  we  ourselves  should  not  live  to  witness  them,  and  of 
seeing  our  children  receive  from  our  hands  a  country  grow- 
ing rich  in  physical  resources,  and  advancing  in  moral  and 
intellectual  excellence.  This  is  the  true  way  of  giving 
strength  and  permanence  to  the  government ;  of  giving  to 
it  roots  in  the  hearts  of  the  people,  and  nurturing  it  with  ^ea^ovemment 
their  affections.     What  people  will  not  love  a  government  their  h'apphiess. 

123 


124 


Mukphey's  Report,  1817 


Committee  have 
prepared  a  system 
of  public  instruc- 
tion for  all,  in 
schools,  from 
highest  to  lowest. 


Ample  funds  and 
board  of  adminis- 
tration necessary. 


Outline  of  plan 
of  instruction. 


whose  constant  solicitude  is  for  their  happiness,  and  whose 
ambition  is  to  elevate  their  character  in  the  scale  of  intelli- 
gent beings.  Having  commenced  this  great  work  of  Hu- 
manity, let  us  persevere  in  it  with  a  patience  that  shall 
not  tire,  and  with  a  zeal  that  shall  not  abate ;  praying  to  the 
Father  of  all  go&d,  that  he  will  enlighten  and  direct  our 
course  and  finally  crown  our  labors  with  success. 

Your  committee  have  entered  upon  the  eluties  assigned 
to  them  with  a  full  conviction  of  their  importance,  and  of 
the  difficulties  which  attend  their  discharge.  But  believ- 
ing that  let  the  subject  be  taken  up  when  it  may,  those 
difficulties  will  exist,  and  availing  themselves  of  the  light 
thrown  upon  the  subject  by  the  wisdom  of  others,  the} 
have  prepared  a  system  of  public  instruction  for  North 
Carolina,  which  with  much  deference  they  beg  leave  to 
submit  to  the  consideration  of  the  General  Assembly.  In 
digesting  this  system  they  have  adhered  to  the  general 
principles  of  the  report  on  this  subject,  submitted  by  the 
committee  to  the  last  Legislature,  and  have  embraced  a 
provision  for  the  poor  as  well  as  the  rich,  and  a  gradation 
of  schools  from  the  lowest  to  the  highest. 

To  give  effect  to  any  plan  of  general  education,  it  is 
essentially  necessary  that  ample  funds  be  provided,  and 
that  these  funds  and  also  the  execution  of  the  general  plan, 
be  committed  to  the  care  and  direction  of  a  board  com- 
posed of  intelligent  and  efficient  men.  Your  committee 
reserve  for  a. more  special  report  their  views  with  respect 
to  the  creation  of  a  fund  for  public  instruction.  This 
subject  requires  a  minuteness  of  detail,  which  would  only 
embarrass  the  general  views  which  it  is  now  their  object 
to  present  to  the  consideration  of  the  General  Assembly. 

Your  committee  have  considered  the  subject  referred  to 
them  under  the  following  divisions : 

1.  The  creation  of  a  fund  for  Public  Instruction. 

2.  The  constitution  of  a  board  to  manage  the  fund  and 
to  carry  into  execution  the  plan  of  public  instruction. 


AIurphey's  Report,  1817  3  25 

3.  The  organization  of  schools. 

■i.  The  course  of  studies  to  be  prescribed  for  each. 

5.  The  modes   of  instruction. 

6.  The  discipline  and  government  of  the  schools. 

7.  The  education  of  poor  children   at  the  public  ex- 
pense. 

8.  An  Asylum  for  the  deaf  and  dumb. 

Having  reserved  for  a  more  special  report  the  creation  Views  on  school 

°  L  x  fund  reserved 

of  a  fund  for  public  instruction,  your  committee  will  first  for  sPecial  report, 
submit  their  views  with  respect  to  the  constitution  of   a 
board  for  the  management  of  this  fund,  and  the  execution 
and    superintendence    of   the   general    plan    of   education 
which  they  recommend. 

The  Board  of  Public  Ixstructiox. 

As  the  whole  community  will  be  interested  in  the  plan  Board,  with  Gov- 
of  education,  the  members  of  the  board  should  be  selected  to  have  charge  of 

schools  and  the 

from  different  parts  of  the  State.  They  have  charge  of  all scl1001  fun<3- 
our  literary  institutions ;  and  to  give  more  weight  and  re- 
spectability to  their  deliberations  and  resolves,  the  governor 
of  the  State  should  be  placed  at  their  head.  It  will 
be  their  province  to  manage  and  apply  the  fund  committed 
to  their  care,  to  carry  into  execution  from  time  to  time 
as  it  shall  be  found  practicable,  the  different  parts  of  the 
plan  of  public  education ;  to  superintend  the  same  when 
in  full  operation ;  to  prescribe  general  rules  and  regula- 
tions for  the  discipline  and  government  of  the  schools ;  to 
make  annual  reports  to  the  Legislature  of  their  proceedings 
and  of  the  state  of  the  schools  under  their  charge.  Your 
committee   do   therefore   recommend — 

1st.     That  there  shall  be  elected  by  joint  ballot  of  the  Assembly  to  elect 

,-,'.-..  the  board  of  six. 

two  Houses  of  the  General  Assembly,  six  directors  who 
shall  be  styled,  "The  board  of  public  instruction";  that 
three  of  the  directors  shall  reside  at  or  to  the  eastward  of 
the  city  of  Raleigh,  and  three  shall  reside  at  or  to  the 
westward  thereof. 


126 


Mukphey's  Report,  1817 


Governor  ex-officio 
president. 


Secretary  to  be 
appointed. 


Compensation  of 
members  of  board; 
annual  and  other 
meetings. 


Board  may  make 
rules  and 
alter  them. 


Board  to  have 
power  to  locate 
all  schools,  fix 
salaries  of  teachers 
appoint  trustees, 
and  devise  plan 
of  promotion  from 
lower  to  higher 
schools. 


2cl.  That  the  governor  for  the  time  being,  shall  be 
ex  officio  president  of  the  board ;  but  the  board  may  ap- 
point a  vice-president  who  shall  preside  in  the  absence  of 
the  governor. 

3d.  The  board  shall  appoint  a  secretary  and  such 
other  officers  as  may  be  necessary  for  conducting  their 
business,  who  shall  receive  a  reasonable  compensation  for 
their  services. 

4th.  Until  otherwise  ordered,  the  members  of  the  board 
shall  receive  the  same  compensation  for  their  traveling 
to  and  from  the  place  of  their  meeting;  and  the  same  per 
diem  during  their  attendance  on  the  board,  as  is  now  allow- 
ed by  law  to  members  of  the  General  Assembly.  Thev 
shall  hold  an  annual  meeting  in  the  city  of  Raleigh  at  or 
near  the  time  of  meeting  of  the  General  Assembly.  The 
president'  of  the  board  may  at  his  own  pleasure,  or  shall  at 
the  request  of  any  two  of  the  directors  thereof,  convene 
extra  meetings  of  the  board  for  the  transaction  of  any 
extraordinary  business.  A  majority  of  the  whole 
number  of  directors  shall '  be  necessary  to  constitute  a 
board  for  the  transaction  of  business,  but  the  president  or 
any  single  director  may  adjourn  from  day  to  day  until  a 
board   is   formed. 

5th.  The  board  may  at  any  time  enact,  alter  or  amend 
such  rules  as  to  them  may  seem  proper  for  the  purpose 
of  regulating  the  order  of  their  proceedings;  they  may 
adjourn  for  any  period  or  meet  at  any  place,  where  they 
may  think  the  public  interests  shall  require.  They  shall 
have  power  subject  to  the  limitations  to  be  provided  by 
law,  to  establish  and  locate  the  several  academies  directed 
by  law  to  be  established ;  to  determine  the  number  and 
titles  of  the  professorships  therein ;  to  examine,  appoint 
and  regulate  the  compensation  of  the  several  professors 
and  teachers ;  to  appoint  in  the  first  instance  the  trustees 
of  the  several  academies  and  primary  schools,  according 
to  such  general  rules  as  shall  be  established  by  law;  to 


Mukphey's  Report,  1817.  127 

provide  some  just  and  particular  mode  of  advauciug  from 
the  primary  schools  to  the  academies,  and  from  academies 
to  the  university,  as  many  of  the  most  meritorious  children 
educated  at  the  public  expense,  as  the  proceeds  of  the 
fund  for  public  instruction  may  suffice  to  educate  and 
maintain,  after  the  whole  system  of  public  instruction 
hereby  recommended,  shall  be  put  into  operation;  to  man- 
age the  fund  for  public  instruction,  and  apply  its  pro- 
ceeds in  carrying  into  execution  and  supporting  the  plan 
of  education  committed  to  their  care;  and  in  giving  effect 
to  this  plan,  the  board  shall  regard  the  primary  schools  at 
its  foundation,  and  care  shall  be  taken  that  the  proceeds  of 
the  fund  for  public  instruction  shall  not  be  applied  to  the 
establishment  of  any  academy,  so  long  as  it  is  probable  that 
such  application  may  leave  any  primary  school  unprovided 
for.  And  the  board  shall  have  power  to  enact,  alter  or 
amend  such  bye-laws,  rules  and  regulations  relative  to  the 
various  subjects  committed  to  their  trust,  as  to  them  may 
seem  expedient :  Provided  the  same  be  not  inconsistent 
with  the  laws  of  the  State ;  and  they  shall  recommend  to 
the  General  Assembly  from  time  to  time,  such  general 
laws  in  relation  to  public  instruction,  as  may  in  their 
opinion,  be  calculated  to  promote  the  intellectual  and 
moral  improvement  of  the  State. 

6th.  The  directors  of  the  board  of  public  instruction  Jgggj; ££g£ 
for  the  time  being  shall,  ex  officio,  be  trustees  of  the  uni-  °ftheUni™rsity- 
versify  of  this  State. 

7th.  The  treasurer  of  the  State  shall  have  charge  of  tTfEThargT*6 
the  fund  for  public  instruction,  and  the  proceeds  thereof  ofschoolfund- 
shall  be  paid  upon  warrants  drawn  by  the  president  of 
the  board ;  and  all  expenses  incurred  in  carrying  into 
effect  the  system  of  public  instruction  and  supporting  the 
same,  shall  be  charged  upon  this  fund  and  paid  out  of 
the  proceeds  thereof. 

8th.     The  board   of  public   instruction   shall   annually 2£Si?5!Srtaf 
submit  to  the  General  Assembly  at  or  near  the  commence-  pubUcfeducation. 


128  Murphey's  Report,  1817 

ment  of  their  session,  a  view  of  the  state  of  public  educa- 
tion within  the  State,  embracing  a  history  of  the  progress 
or  declension  during  the  year  next  preceding,  and  illustrat- 
ing its  actual  condition  and  future  prospects ;  and  also 
setting  forth  the  condition  of  the  fund  committed  to  their 
trust  for  public  instruction. 
corproration.a  9  th.     The  board  of  public  instruction  shall  be  a  body 

politic  in  law ;  shall  have  a  common  seal  and  perpetual 
succession;  shall  by  the  name  and  style  of  "The  Board  of 
Public  Instruction,"  be  capable  of  suing  and  being  sued, 
pleading  and  being  impleaded ;  and  shall  have  and  enjoy 
all  the  rights  and  privileges  of  a  corporation. 

The  Organization  oe  Schools. 
ofec<mrse  of  study        ^n  arranging  the  system  of  schools,  your  committee  have 
ofschoois.lasses      endeavored  to  make  the  progress  of  education  natural  and 
regular;   beginning  with  primary  schools,   in  which   the 
first  rudiments  of  learning  are  taught,  and  proceeding  to 
academies,   in  which  youth  are  to  be  instructed  in  lan- 
guages, ancient  and  modern  history,  mathematics  and  other 
branches  of  science,  preparatory  to  entering  into  the  Uni- 
versity,  in   which   instruction   is  to  be  given   in   all   the 
higher  branches  of  the  sciences  and  the  principles  of  the 
useful  arts, 
impossible  to  In   making   this    arrangement    the   greatest    difficulties 

locate  a  primary  _  _  _ 

school  convenient  have  occurred  in  organizing  the  primary  schools.     These 

to  every  family.  °  °  x  «• 

difficulties  arise  from  the  condition  of  th-3  country  and  the 
State  of  its  population ;  it  being  found  impossible  to  divide 
the  State  into  small  sections  of  territory,  each  containing 
an  adequate  population  for  the  support  of  a  school.  Any 
attempt  to  divide  the  territory  of  the  State  into  such 
small  sections,  with  a  view  of  locating  a  school  in  each, 
would  prove  unavailing;  and  however  desirable  it  may  be, 
that  a  school  should  be  established  convenient  to  every 
family,  the  time  has  not  arrived  when  it  can  be  done. 
scnooiTtofin        The  primary  schools   are  of  the  first  importance  in  any 

importance. 


Muephey's  Eeport,  1817  129 

general  plan  of  public  education;  every  citizen  has  an 
interest  in  them,  as  the  learning  is  indispensable  to  all, 
of  reading,  writing  and  arithmetic,  is  here  to  be  taught. 
By  judicious  management  and  a  proper  selection  of  boohs 
for  children  while  they  are  learning  to  read,  much  in- 
struction in  their  moral  and  religious  duties  may  be  given 
them  in  these  schools.     Your  committee  have  diligently  committee  has 

studied  other 

examined  the  plans  of  public  instruction  which  have  been  school  systems 
submitted  to  the  General  Assembly  of  our  sister  State, 
Virginia,  and  also  those  which  have  been  carried  into 
effect  in  some  of  the  New  England  States ;  they  have  also 
examined  the  plan  which  was  drawn  up  and  adopted  by 
the  national  convention  of  France,  and  which  now  forms 
the  basis  of  public  instruction  in  all  of  the  communes  of 
that  empire;  and  deriving  much  aid  from  this  examina- 
tion upon  every  part  of  the  subject  referred  to  them,  they 
have  suggested  a  system  which  they  hope  may  be  found 
to  suit  the  conditions  of  North  Carolina.  In  designating 
the  schools  of  different  grades,  they  have  adopted  the 
names  in  common  use.  Your  committele  do  therefore 
recommend  that  as  to 

The  Primary  Schools. 
1.   That  each  county  in  this  State  be  divided  into  two  counties  to  be 

i  •  t    ,  ■■  .  -,        i     divided  into  town- 

or  more  townships ;  and  that  one  or  more  primary  schools  ships ;  one  or  more 

•  •  -it  /•  n  schools  to  be  es- 

be  established  m  each  township,  provided  a  lot  of  ground  tabiishedin 

*■      x  °  each  and  in  towns; 

not  less  than  four  acres  and  a  sufficient  house  erected  {o'bTdmmted101 
thereon,  be  provided  and  vested  in  the  board  of  public  in- 
struction. And  that  every  incorporated  town  in  the  State 
containing  more  than  one  hundred  families,  shall  be 
divided  into  wards.  Such  town  containing  less  than  one 
hundred  families  shall  be  considered  as  forming  onlv  one 
ward.  Each  ward  upon  conveying  to  the  board  of  public 
instruction  a  lot  of  ground  of  the  value  of  two  hundred  and 
fifty  dollars,  shall  be  entitled  to  the  benefits  and  privileges 
of  a  primary  school. 


130 


Muephey's  Report,  1817 


Five  township 
trustees  to  manage 
schools  and  select 
children  to  be 
educated. 


Each  teacher's 
salary  to  be  $100. 


This  plan  divides 
the  expense  of 
schools  between 
individuals  and 
the  public. 


Number  of 
children  to  be 
taught. 


2.  The  Court  of  Pleas  and  Quarter  sessions  shall 
annually  elect  for  each  township  in  their  respective  coun- 
ties, five  persons  as  trustees  of  the  primary  schools  to  be 
established  in  such  county,  who  shall  have  power  to  fix  the 
scites  of  the  primary  schools  to  be  established  thereon,  su- 
perintend and  manage  the  same,  make  rules  for  their  gov- 
ernment, appoint  trustees,  appoint  teachers,  and  remove 
them  at  pleasure.  They  shall  select  such  children  residing 
in  their  township,  whose  parents  are  unable  to  pay  for  their 
schooling,  who  shall  be  taught  at  the  said  schools  for  three 
years  without  charge.  They  shall  report  to  the  board  of 
public  instruction,  the  rules  which  they  may  adopt  for 
the  government  of  said  schools,  and  shall  annually  report 
to  the  said  board  the  state  of  the  schools,  the  number  and 
conduct  of  the  pupils  educated  at  the  public  expense,  such 
books,  stationery  and  other  implements  for  learning,  as 
may  be  necessary. 

4.  The  teacher  of  each  primary  school  shall  receive  a 
salary  of  one  hundred  dollars,  to  be  paid  out  of  the  fund 
for   public   instruction. 

This  plan  for  establishing  primary  schools  is  simple, 
and  can  easily  be  carried  into  execution.  It  divides  the 
expenses  of  these  schools  between  the  public  and  those  indi- 
viduals for  whose  immediate  benefit  they  are  established; 
it  secures  a  regular  stipend  to  the  teachers,  and  yet  holds 
out  inducements  to  them  to  be  active  and  faithful  in  their 
calling;  and  it  enables  every  neighborhood,  whether  the 
number  of  its  inhabitants  be  few  or  many,  to  have  a 
primary  school,  at  the  cheap  price  of  a  small  lot  of  ground, 
and  a  house  erected  thereon,  sufficient  for  the  purpose 
of  the  school.  Were  these  schools  in  full  operation  in 
every  section  of  the  State,  even  in  the  present  state  of  our 
population,  more  than  fifteen  thousand  children  would  an- 
nually be  taught  in  them.  These  schools  would  be  to  the 
rich  a  convenience,  and  to  the  poor,  a  blessing. 


Murphey's  Report,  1817  131 

Academies. 

After  children  shall  have  gone  through  the  course  of  ^"""einies*116 
studies  prescribed  for  the  primary  schools,  those  of  them 
who  are  to  be  further  advanced  in  education,  will  be 
placed  in  the  iicademies,  where  they  will  be  instructed 
in  languages,  ancient  and  modern  history,  mathematics 
and  other  branches  of  science  preparatory  to  their  enter- 
ing into  the  University.  The  Academies  shall  be  located  ^So^mS 
in  different  districts  of  the  State  for  the  convenience  of 
the  people,  and  the  expenses  of  purchasing  suitable  sites 
and  erecting  thereon  the  necessary  buildings,  shall  be  di- 
vided between  the  public  at  large  and  the  several  districts. 
Private  liberality  has  of  late  erected  many  small  Acade- 
mies in  the  State,  which  deserve  the  consideration  and 
patronage  of  the  Legislature.  From  the  benefits  which 
have  accrued  to  the  public  from  these  small  Academies, 
we  may  form  an  opinion  of  the  good  which  would  flow 
from  larger  institutions  of  the  same  sort,  if  regularly 
located  throughout  the  State,  and  aided  with  suitable 
funds.  The  state  of  learning  among  us  will  never  become 
respectable  until  we  have  such  regular  Academical  insti- 
tutions.    Your  committee  do  therefore  recommend : 

1st.     That  the  board  of  public  instruction  shall  divide  state  board  to 

,0  .  at'-it-  ••  i    divide  state  into 

the  State  into  ten  Academical  districts,  containing  each  academical  dis- 
tricts. 
one  or  more  counties,  and  as  near  as  practicable,  an  equal 

number   of   white    population,    and   number   the    districts 
from  one  upwards. 

2d.  When  in  any  of  the  districts  there  is  an  Academy  Board  may  take 
established,  the  trustees  thereof  may  submit  to  the  board  academies.6 
of  public  instruction,  a  report  on  the  actual  condition  of 
their  institution,  its  relative  position  to  the  boundaries  of 
the  district,  the  number  and  dimensions  of  the  buildings, 
their  value  and  state  of  repair,  the  extent  of  ground  on 
which  they  are  erected ;  the  number  and  denom- 
ination of  the  professors  and  teachers  employed  therein, 
and  of  the  pupils  educated  thereat.     If  the  board  should 


132 


Muephey's  Report,  1817 


Board  may 
appropriate  one- 
third  value  of  pri- 
vate buildings  for 
repairs. 


Board  may  con- 
tribute one-third 
to  erect  new 
buildings. 


Eleven  trustees 
to  be  appointed  by 
board  to  manage 
each  academy. 


think  the  Academy  properly  situated  for  the  benefit  of  the 
district,  and  that  the  buildings  and  grounds  will  answer  their 
intended  purposes,  notice  thereof  shall  be  given  to  the  trus  • 
tees;  and  upon  conveyance  being  made  of  the  said  ground 
and  houses  to  the  board  of  public  instruction,  the  academy 
shall  be  entitled  to  the  same  benefits  which  may  be  ex- 
tended to  any  academy  that  may  be  erected,  and  shall  be 
subject  to  the  same  rules  and  regulations  in  relation  to 
the  government  thereof,  which  the  board  of  public  instruc- 
tion or  the  General  Assembly  may  provide  for  the  general 
government  of  the  Academies  of  the  State.  But  the  trus- 
tees of  such  academies  may  continue  to  hold  their  offices 
and  to  supply  vacancies  occurring  in  their  body. 

3d.  In  case  the  buildings  of  any  academy  already 
■established  and  so  accepted  by  the  board  of  public  in- 
struction require  repair  or  any  alteration  or  enlargement, 
the  board  shall  appropriate  a  sum  sufficient  to  repair, 
alter  or  enlarge  the  said  buildings,  provided  the  sum  ,--o 
appropriated  shall  not  exceed  one-third  part  of  the  value 
of  the  entire  buildings,  when  so  altered,  repaired,  or 
enlarged.  The  alterations  or  enlargement  of  the  build- 
ings shall  be  planned  by  the  board  of  public  instruction 
and  executed  according  to  their  order. 

4th.  In  any  academical  district  where  there  is  no 
academy  now  established,  or  none  which  the  board  of  pub- 
lic instruction  shall  think  will  answer  their  intended  pur- 
pose, the  board  may  accept  a  lot  of  ground,  of  sufficient 
extent  in  their  estimation,  and  conveniently  situated  for 
the  erection  of  an  academy  for  the  district  provided  that 
two-third  parts  of  the  sum  required  for  the  erection  of 
suitable  buildings  for  the  said  academy  be  previously  sub- 
scribed by  one  or  more  persons,  and  the  payment  thereof 
assured  to  the  board  of  public  instruction. 

5th.  When  airy  conveyance  of  the  lot  of  ground  on 
which  the  buildings  are  erected,  shall  be  accepted  of  by 
the  board,    they  shall    appoint    eleven    persons    residing- 


Muephey's  Report,  1817.  133 

within  the  district,  trustees  of  the  Academy,  who  shall 
be  deemed  a  body  corporate  by  such  title  as  the  board  of 
public  instruction  shall  prescribe;  shall  have  and  enjoy  all 
the  rights  and  privileges  of  a  corporation;  shall  have 
power  to  elect  a  president  from  their  own  body,  and  to 
fill  all  vacancies  which  occur  therein.  They  may  make, 
alter  or  amend  such  bye-laws,  rules  and  regulations  as 
they  shall  deem  necessary  or  expedient,  for  the  govern- 
ment of  their  own  body,  and  of  the  professors,  teacher;.; 
and  pupils  of  the  academy  of  which  they  have  charge ;  pro- 
vided they  be  not  inconsistent  with  such  general  regula- 
tions as  the  board  of  public  instruction  may  provide  for 
the  general  government  of  the  academies  of  the  State. 

6th.  The  trustees  shall  provide  by  contract  for  the  powers  of  trustees 
erection  of  the  necessary  buildings  of  their  academy,  and 
appoint  a  treasurer  who  shall  have  authority  to  collect  the 
several  sums  subscribed  thereto,  and  shall  be  entitled  to 
receive  in  virtue  of  their  order  upon  the  board  of  public 
instruction,  signed  by  their  president  such  sums  of  money 
as  the  board  may,  from  time  to  time  appropriate  for  the 
erection  of  the  buildings,  their  repairs  or  alterations,  sala- 
ries of  professors  and  teachers,  and  other  purposes  of  the 
academy. 

7th.  As  soon  as  any  academy  is  ready  for  the  admis-  Method  of  seiect- 
sion  of  pupils,  the  trustees  may  recommend  to  the  board 
of  public  instruction,  any  person  to  be  a  professor  or 
teacher  therein,  who,  if  approved  after  examination,  in 
some  mode  to  be  prescribed  by  the  board,  shall  be  regarded 
as  a  professor  or  teacher  of  such  academy,  but  subject  to 
removal  at  the  pleasure  of  the  trustees  or  the  board. 
Where  vacancies  shall  occur  among  the  professors  or 
teachers  during  the  recess  of  the  board,  the  trustees  may 
make  temporary  appointments,  to  be  confirmed  or  disap- 
proved by  the  board  at  their  next  session. 

8th.      The  trustees  of  any  academy  may  fix  the  salaries  one-third  of 
of  their  respective  teachers,  subject  to  the  control  of  the  by  academy  board. 


134 


Murphey's  Report,  1817. 


Certain  pupils  to 
be  taught  free. 


Summary  of  plans 
as  to  academies. 


What  it  has  done. 


Why  legislature 
withdrew  its 
support. 


Private  donations. 


board  of  public  instruction;  one  third  part  of  the  salaries 
shall  be  paid  by  the  board  at  such  times  and  in  such  way 
as  they  shall  prescribe. 

9th.  The  professors  and  teachers  in  any  academy  shall 
be  bound  to  instruct,  free  of  charge  for  tuition,  the  pupils 
whom  the  board  of  public  instruction  may  designate  to  be 
taught  in  said  academy  at  the  public  expense. 

Your  committee  have  perhaps  gone  into  unnecessary 
details  respecting  the  academies.  Their  plan  simply  is, 
to  divide  the  State  into  ten  academical  districts,  and  that 
one  academy  be  erected  in  each ;  that  the  State  shall  ad- 
vance one-third  of  the  sum  required  for  the  erection  of 
necessary  buildings,  and  one-third  of  the  sum  to  be  paid 
in  salaries  to  professors  and  teachers,  making  it  their  duty 
to  teach  poor  children  free  of  charge. 

The  University. 

This  institution  has  been  in  operation  for  twenty  years, 
and  has  been  eminently  useful  to  the  State.  It  has  con- 
tributed perhaps  more  than  any  other  cause,  to  diffuse  a 
taste  for  reading  among  the  poor,  and  excite  a  spirit  of 
liberal  improvement ;  it  has  contributed  to  change  our 
manners  and  elevate  our  character ;  it  has  given  to  society 
many  useful  members,  not  only  in  the  liberal  professions, 
but  in  the  walks  of  private  life ;  and  the  number  of  pupils 
who  are  honored  with  seats  in  this  legislature  is  a  proof 
of  the  estimation  in  which  they  are  held  by  their  fellow 
citizens.  When  this  institution  was  first  founded,  it  was 
fondly  hoped  that  it  would  be  cherished  with  pride  by  the 
legislature.  But  unfortunately  the  nature  of  the  funds 
with  which  it  was  endowed,  in  a  short  time  rendered  it 
odious  to  some,  and  cooled  the  ardor  of  others.  The  tor- 
rent of  prejudice  could  not  be  stemmed ;  the  fostering  pro- 
tection of  the  legislature  was  withheld  and  the  institution 
left  dependent  upon  private  munificence. 

Individuals  contributed  not  only  to  relieve  its  necessi- 


Murphey^s  Report,  1817.  135 

ties,  but  to  rear  up  its  edifices  aud  establish  a  permanent 
fund  for  its  support.  At  the  head  of  these  individuals 
stood  the  late  Governor  Smith,  Charles  Gerard  and  Gen. 
Thomas  Person.  The  first  two  made  valuable  donations 
in  lands,  and  the  last,  with  a  sum  of  money,  with  which 
one  of  the  halls  at  the  university  has  been  erected.  To 
enable  them  to  complete  the  main  edifice,  the  trustees 
have  been  compelled  to  sell  most  of  the  lands  devised  to 
them  by  Mr.  Gerard,  and  as  the  lands  conveyed  to  them 
by  Governor  Smith  lie  within  the  Indian  boundary,  the 
trustees  have  not  been  able  as  yet  to  turn  them  to  a  pro- 
ductive account.  With  the  aid  thus  derived  from  indi- 
viduals, together  with  the  occasional  funds  derived  from 


Escheats  and 


escheats,   the   institution   has   progressed   thus    far.      The  otherfunda 

Legislature  after  exhausting  its  patience  in  endeavoring  to 

collect  the  arrearages  of  debts  due  to  the  State,  transferred 

to  the  university  those  arrearages,  with  the  hope  that  they 

would  be  able  to  enforce  payment.     But  no  better  fortune 

has  attended  their  efforts  than  those  of  the  State,  and  this 

transfer  has  proved  of  no  avail  to  the  institution.      The 

surplus  remaining  in  the  hands  of  administrators  where 

the  next  of  kin  have  made  no  claim  within  seven  years, 

have  also  been  transferred  to  the  trustees ;  but  this  has 

yet  yielded  a   very  small   fund   and  probably  never  will 

yield  much.      The  legislature  have  enlarged  the  rights  of 

inheritance,    and   in   this   way   have   nearly   deprived   the 

institution   of   the   revenue    from    escheats.     Amidst     all  Present  condition 

of  the  school. 

these  embarrassments,  the  trustees  have  never  lost  sight 
of  the  necessity  of  accumulating  a  fund  in  bank  stock, 
the  annual  proceeds  of  which  would  enable  them  to  con- 
tinue the  operations  of  the  institution;  and  they  have  suc- 
ceeded so  far  as  to  be  able  to  support  two  professorships, 
and  employ  two  or  three  tutors.  But  there  is  little  pros- 
pect of  adding  to  this  fund,  until  the  lands  given  by 
Governor  Smith  can  be  sold ;  and  if  that  period  be  waited 
for,  the  institution  must  necessarily  languish  and  sink  in 


136 


Mukpiiey's  Report,  1817. 


The  benefit  of 
higher  education. 


The  need  of 
secondary  schools 
to  prepare  for  the 
university. 


respectability.  It  is  at  this  moment  almost  destitute  of 
a  Library,  and  entirely  destitute  of  Aparatus  necessary 
for  instructing  youth  in  mathematical  and  physical  sci- 
ences. Add  to  this,  that  one  half  of  the  necessary  build- 
ings have  not  been  erected. 

In  this  state  of  things  and  at  a  moment  when  former 
prejudices  have  died  away,  when  liberal  ideas  begin  to 
prevail,  when  the  pride  of  this  State  is  awakening  and  an 
honorable  ambition  is  cherished  for  her  glory,  an  appeal 
is  made  to  the  patriotism  and  the  generous  feelings  of  the 
Legislature  in  favor  of  an  institution,  which  in  all  civi- 
lized nations,  has  been  regarded  as  the  nursery  of  moral 
greatness,  and  the  palladium  of  civil  liberty.  That  the 
people  who  cultivate  the  sciences  and  the  arts  with  most 
success,  acquire  a  most  enviable  superiority  over  others. 
Learned  men  by  their  discoveries  and  works  give  a  lasting 
splendor  to  national  character ;  and  such  is  the  enthusiasm 
of  man,  that  there  is  not  an  individual,  however  humble 
in  life  his  lot  may  be,  who  does  not  feel  proud  to  belong 
to  a  country  honored  with  great  men  and  magnificent  in- 
stitutions. It  is  due  to  North  Carolina,  it  is  due  to  the 
great  man  who  first  proposed  the  foundation  of  the  Uni- 
versity, to  foster  it  with  parental  fondness  and  give  to  it 
an  importance  commensurate  with  the  high  destinies  of 
the  State.  Your  committee  deem  this  subject  of  so  much 
interest,  that  they  beg  leave  in  a  future  report  to  submit 
to  the  two  houses  a  plan  for  increasing  the  funds  of  the 
University. 

This  institution  has  uniformly  labored  under  the  double 
disadvantages  of  a  want  of  funds,  and  the  want  of  sub- 
sidiary institutions,  in  which  youth  could  be  instructed 
preparatory  to  their  entering  upon  a  course  of  the  higher 
branches  of  science  in  the  University.  This  latter  disad- 
vantage has  been  so  great,  that  the  trustees  have  been  com- 
pelled to  convert  the  University,  in  part  into  a  grammar 
school.      This   disadvantage  has  been  of  late  removed  in 


Murphey's  Report,  1817.  137 

part,  by  the  establishment  of  academies  in  different  parts 
of  the  State;  but  it  will  continue  to  be  much  felt,  until 
regular  academical  institutions  shall  be  made  and  the 
course  of  study  prescribed  for  them. 

Another  serious  disadvantage  and  a  consequence  of  the  PreesJnt°coiieege 
one  last  mentioned,  is  the  necessity  which  the  peculiar 
state  of  academical  learning  has  imposed  upon  the  trus- 
tees, of  conferring  the  honorary  degrees  of  an  University 
upon  young  men  who  have  not  made  that  progress  in  the 
sciences,  of  which  their  diploma  purports  to  be  a  testi- 
monial. This  is  an  evil  which  is  found  in  almost  all  of 
the  Universities  of  the  Union.  A  young  man  enters  into 
an  University  with  only  slight  acquirements  in  classical 
education,  and  after  remaining  four  years,  during  which 
time  he  is  instructed  in  only  the  outlines  of  the  general 
principles  of  science,  he  receives  a  degree :  the  consequence 
is  that  he  leaves  the  University  with  his  mind  trained 
only  to  general  and  loose  habits  of  thinking:  and  if  he 
enters  into  professional  life,  he  has  to  begin  his  education 
anew.  The  great  object  of  education  is  to  discipline  the 
mind,  to  give  to  it  habits  of  activity,  of  close  investiga- 
tion :  in  fine,  to  teach  men  to  think.  And  it  is  a  reproach 
upon  almost  all  the  literary  institutions  of  our  country, 
that  the  course  of  study  pursued  in  them  teaches  most 
young  men  how  to  become  literary  triflers.  Their  multi- 
farious occupations  dissipate  their  time  and  attention : 
They  acquire  much  superficial  knowledge;  but  they  re- 
main ignorant  of  the  profounder  and  more  abstract  truths 
of  philosophy.  Indeed,  the  road  to  the  profound  sciences 
is  of  late  so  infested  with  pleasant  elementary  books,  com- 
pilations, abridgements,  summaries  and  encyclopedias, 
that  few,  very  few  in  our  country  ever  travel  it. 

To  remove  this  reproach   upon   the   state   of  learning  New  plan  of  in- 

.       .     .        struction  necessary 

among  us,  a  new  plan  of  instruction  in  our  university 
must  be  organized ;  a  plan  which  shall  give  to  the  dif- 
ferent classes  in  the  institution,  an  arrangement  founded 


138 


Murpiiey's  Report,  1817. 


Needs  of  the 
university. 


Three  new  build- 
ings, library,  etc. 


More  funds  and 
teachers. 


Upon  a  philosophical  division  of  the  present  improved 
state  of  knowledge ;  and  which  in  its  execution  shall  train 
the  mind  both  to  liberal  views  and  minute  investigation. 

Your  committee  have  been  thus  particular  in  submit- 
ting to  the  two  houses  an  exposition  of  the  actual  condition 
of  the  university,  with  a  view  of  recalling  their  consid- 
eration to  the  solemn  injunction  of  the  constitution  as  to 
every  part  of  the  subject  referred  to  them;  ''That  a  school 
or  schools  shall  be  established  by  the  Legislature  for  the 
convenient  instruction  of  youth,  with  such  salaries  to  the 
masters,  paid  by  the  public,  as  may  enable  them  to  in- 
struct at  low  prices ;  and  all  useful  learning  shall  be  duly 
encouraged  and  promoted  in  one  or  more  Universities." 
Our  university  is  the  only  institution  which  the  legisla- 
ture has  yet  founded  and  endowed  in  compliance  with  this 
injunction;  but  even  as  to  this  institution  the  spirit  of  the 
constitution  is  far  from  being  complied  with.  We  have 
not  buildings  for  the  accommodation  of  youth,  nor  books, 
nor  apparatus  for  their  instruction — your  committee  do 
therefore  recommend, 

1st.  That  three  additional  buildings  be  erected  at  the 
university ;  two  for  the  accommodation  of  students  and 
one  for  the  library  and  apparatus.  This  last  building  to 
contain  suitable  rooms  for  the  delivery  of  lectures  by  the 
different  professors. 

2d.  That  a  library  and  suitable  apparatus  for  in- 
structing youth  in  the  mathematical  and  physical  sciences, 
be  procured  for  the  use  of  said  institution. 

3d.  That  funds  be  assigned  for  endowing  to  (two) 
professorships,  and  supporting  six  additional  teachers. 

These  are  the  present  wants  of  the  University ;  as  our 
population  encreases,  the  number  of  buildings  must  be 
encreased,  and  more  funds  be  provided  for  supporting 
teachers.  In  a  subsequent  part  of  this  report  your  com- 
mittee have  recommended  that  there  be  four  classes  in  the 
university  with  a  professor  at  the  head  of  each,  who  shall 


Mukphey's  Report^  1817.  139 

be  assisted  with  such  adjunct  professors  or  teachers,  as  the 
state  of  the  institution  may  require. 

The  Course  of  Study. 
1st.     In  the  primary  schools  should  be  taught  readme:,  courses  m  the 

■t  t/  o  07  primary  schools. 

writing  and  arithmetic.  A  judicious  selection  of  books 
should  from  time  to  time  be  made  by  the  board  of  public 
instruction  for  the  use  of  small  children;  books  which 
shall  excite  their  curiosity  and  improve  their  moral  dis- 
positions. And  the  board  should  be  empowered  to  com- 
pile and  have  printed  for  the  use  of  primary  schools,  such 
books  as  they  may  think  will  best  subserve  the  purposes 
of  intellectual  and  moral  instruction.  In  these  books 
should  be  contained  many  of  the  historical  parts  of  the  old 
and  new  testament,  that  children  may  early  be  made  ac- 
quainted with  the  books  which  contains  the  word  of  truth } 
and  the  doctrines  of  eternal  life. 

2d.      In   the     academies    should   be    taue'ht   the   Latin,  courses  in  the 

°  '  academies. 

Greek,  French  and  English  languages,  the  higher  rules  of 
arithmetic,  the  six  first  books  of  Euclid's  elements,  Alge- 
bra, Geography,  the  elements  of  Astronomy,  taught  with 
the  use  of  the  Globes,  ancient  and  modern  history.  The 
basis  of  a  good  education  is  classical  and  mathematical 
knowledge ;  and  no  young  man  ought  to  be  admitted  into 
the  university  without  such  knowledge. 

3d.     In  the  university  the  course  of  study  should  oc-  courses inithe 

university. 

cupy  four  years ;  and  there  should  be  four  classes  to  be 
designated. 

1st.  The  class  of  languages — In  this  class  should  be 
studied,  1st.  the  more  difficult  Latin,  Greek  and  French 
classics :  2d.  Ancient  and  Modern  history :  3d.  Belles 
letters :     4th.     Rhetoric. 

2cl.  The  class  of  mathematics — in  this  class  should  be 
studied,  1st.  Pure  mathematics:  2d.  Their  applica- 
tion to  the  purposes  of  physical  science. 

3d.  The  class  of  physical  sciences — In  this  class 
should  be  taught,   1st.      Physics:      2d.      Chemistry:      3d. 


140 


Murphey's  Report,  1817. 


Understanding  of 
mental  science 
necessary  to 
correct  method. 


Pestalozzi  and 
Lancaster. 


The   philosophy  of  natural  history :     4th.     Mineralogy : 
5th.     Botany:     6th.     Zoology. 

4th.  The  class  of  moral  and  political  science — In  this 
class  should  be  taught.  1st.  The  philosophy  of  the  hu- 
man mind :  2d.  Morals :  3d.  The  laws  of  nature  and 
of  nations :  4th.  Grovernment  and  legislation :  5th. 
Political  economy. 

The  Modes  op  Instruction. 

The  great  object  of  education  is  intellectual  and  moral 
improvement;  and  that  the  mode  of  instruction  is  to  be 
preferred  which  best  serves  to  effect  this  object.  That 
mode  is  to  be  found  only  in  a  correct  knowledge  of  the 
human  mind,  its  habits,  passions,  and  manner  of  opera- 
tion. The  philosophy  of  the  mind,  which  in  ages  pre- 
ceding has  been  cultivated  only  in  its  detached  branches 
has  of  late  years  received  form  and  system  in  the  schools 
of  Scotland.  This  new  science  promises  the  happiest  re- 
sults. It  has  sapped  the  foundation  of  scepticism  by  es- 
tablishing the  authority  of  those  primitive  truths  and  in- 
tuitive principles,  which  form  the  basis  of  all  demonstra- 
tion; it  has  taught  to  man  the  extent  of  his  intellectual 
powers,  and  marking  the  line  which  separates  truth  from 
hypothetical  conjecture,  has  pointed  out  to  his  view  the 
boundaries  which  Providence  has  prescribed  to  inquiries. 
It  has  determined  the  laws  of  the  various  faculties  of  the 
mind,  and  furnished  a  system  of  philosophic  logic  for  con- 
ducting our  enquiries  in  every  branch  of  knowledge. 

This  new  science  has  given  birth  to  new  methods  of  in- 
struction; methods  which  being  founded  upon  a  correct 
knowledge  of  the  faculties  of  the  mind,  have  eminently 
facilitated  their  development.  Pestalozzi  of  Switzerland 
and  Joseph  Lancaster  of  England,  seem  to  have  been  most 
successful,  in  the  application  of  new  methods  to  the  in- 
struction of  the  children.  Their  methods  are  different 
but  each  is  founded  upon  a  profound  knowledge  of  the 
human  mind.      The  basis  of  each  method  is,   the  excite- 


Merphey's  Report,  1817.  141 

ment  of  the  curiosity  of  children;  thereby  awakening 
their  minds  and  preparing  them  to  receive  instruction. 
The  success  which  has  attended  the  application  of  their 
methods,  particularly  that  of  Lancaster  has  been  astonish- 
ing. Although  but  very  few  years  have  elapsed  since 
Lancastrian  schools  were  first  established,  they  have 
spread  over  the  British  empire,  extended  into  the  conti- 
nent of  Europe,  the  Island  of  St.  Domingo,  and  the 
LTnited  States.  Various  improvements  in  the  details  of 
his  plan  have  been  suggested  by  experience  and  adopted; 
and  it  is  probable  that  in  time,  his  will  become  the  uni- 
versal mode  of  instruction  for  children.  The  Lancastrian 
plan  is  equally  distinguished  by  its  simplicity,  its  facility 
of  application,  the  rapid  intellectual  improvement  which 
it  gives,  and  the  exact  discipline  which  it  enforces.  The 
moral  effects  of  the  plan  are  also  astonishing ;  exact  and 
correct  habits  are  the  surest  safeguards  of  morals;  and  ii 
has  often  been  remarked,  that  out  of  the  immense  number 
of  children  and  grown  persons  instructed  in  Lancaster's 
schools,   few,   verv  few  have   ever  been  prosecuted   in   a  Methods  of 

•*  x  Lancaster  reconi- 

couxt  of*  justice  for  any  offense.  Hour  committee  do  j^J^schoois 
therefore  recommend  that  whenever  it  be  practicable,  the 
Lancastrian  mode  of  instruction  may  be  successfully 
introduced  into  the  primary  schools.  The  general 
principles  of  this  method  may  be  successfully  intro- 
duced into  the  academies  and  university;  and  your  com- 
mittee indulge  the  hope,  that  the  board  of  public  instruc- 
tion, and  the  professors  and  teachers  in  these  respective 
institutions,  will  use  their  best  endeavors  to  adopt  and 
enforce  the  best  methods  of  instruction  which  the  present 
state  of  knowledge  will  enable  them  to  devise. 

Obedience  to  law 

The  Discipline  axd  Government  of  the  Schools,  cuicatedf m" 
In  a  republic,  the  first  duty  of  a  citizen  is  obedience  to 
the  law.  We  acknowledge  no  sovereign  but  the  law,  and 
from  infancy  to  manhood  our  children  should  be  tauffht  to 
bow  with  reverence  to  its  majesty.  In  childhood  parental 
authority  enforces  the  first  lesson  of  obedience ;  in  youth 


142 


Murphey's  Report,  1817, 


Measures  should 
be  taken  to  sup- 
press disorder. 


Discipline  at  the 
university. 


this  authority  is  aided  hy  the  municipal  law  which  in 
manhood  wields  the  entire  supremacy.  As  the  political 
power  and  the  social  happiness  of  a  state  depend  upon  tht- 
obedience  of  its  citizens,  it  becomes  an  object  of  the  firsi 
importance  to  teach  youth  to  reverence  the  law,  and  cherish 
habits  of  implicit  obedience  to  its  authority.  Such  obedi- 
ence not  only  contributes  to  the  strength  and  tranquility 
of  the  state,  but  also  constitutes  the  basis  of  good  man- 
ners, of  deference  and  respect  in  social  intercourse.  But 
in  our  country,  youth  generally  become  acquainted  with 
the  freedom  of  our  political  institutions,  much  sooner 
than  with  the  principles  upon  which  that  freedom  is  bot- 
tomed, and  by  which  it  is  to  be  preserved ;  and  few  learn 
until  experience  teaches  them  in  the  school  of  practical 
life,  that  true  liberty  consists  not  in  doing  what  they 
please,  but  in  doing  that  which  the  law  permits.  Th« 
consequence  has  been,  that  riot  and  disorder  have  dis- 
honored almost  all  the  colleges  and  Universities  of  the 
Union. 

The  temples  of  science  have  been  converted  into  thea- 
tres for  acting  disgraceful  scenes  of  licentiousness  and  re- 
bellion. How  often  has  the  generous  patriot  shed  tears 
of  regret  for  such  criminal  follies  ofl  youth  ?  Follies 
which  cast  reproach  upon  learning  and  bring  scandal 
upon  the  State.  This  evil  can  only  be  corrected  by  the 
moral  effects  of  early  education;  by  instilling  into  chil- 
dren upon  the  first  dawnings  of  reason,  the  principles  of 
duty,  and  by  nurturing  those  principles  as  reason  ad- 
vances, until  obedience  to  authority  shall  become  a  habit 
of  their  nature.  When  this  course  shall  be  found  inef- 
fectual the  arm  of  the  civil  power  must  be  stretched  forth 
to  its  aid. 

The  discipline  of  a  University  may  be  much  aided  by 
the  arrangement  of  the  buildings,  and  the  location  of  the 
different  classes.  Each  class  should  live  together  in  sepa- 
rate buildings,  and  each  to  be  under  the  special  care  of  its 
own  professors  and  teachers.      A  regular  system  of  subor- 


Murphey's  Report,  1817.  143 

dination  may  in  this  way  be  established ;  each  class  would 
have  its  own  character  to  maintain,  and  the  Esprit  de 
Corps  of  the  classes  would  influence  all  their  actions. 
Similar  arrangements  may  in  part,  be  made  in  the  several 
academies,  and  the  like  good  effect  expected  from  them. 

The  amusements  of  youth  may  also  be  made  auxiliary  Athletics, 
to  the  exactness  of  discipline.  The  late  president  of  the 
United  States,  Mr.  Jefferson,  has  recommended  upon  this 
part  of  the  subject,  that  through  the  whole  course  of  in- 
struction at  a  college  or  university,  at  the  hours  of  recre- 
ation on  certain  days,  all  the  students  should  be  taught 
the  manual  exercise,  military  evolutions  and  manoeuvers, 
should  be  under  a  standing  organization  as  a  military 
corps,  and  with  proper  officers  to  train  and  command 
them.  There  can  be  no  doubt  that  much  may  be  done  in 
this  way  towards  enforcing  habits  of  subordination  and 
strict  discipline — it  will  be  the  province  of  the  board  of 
public  instruction,  who  have  the  general  superintendend- 
ing  care  of  all  the  literary  institutions  of  the  state,  to  de- 
vise for  them  systems  of  discipline  and  government ;  and 
your  committee  hope  that  they  will  discharge  their  duty 
with  fidelity. 

The  Education  of  Poor  Children"  at  the  Public  Ex- 
pense. 

One  of  the  strongest  reasons  which  we  can  have  for  es-  Duty  of  the  state 
tablishing  a  general  plan  of  public  instruction,  is  the  con-  ^or.ucate  the 
dition  of  the  poor  children  of  our  country.  Such  has 
always  been  and  probably  always  will  be  the  allotment  of 
human  life,  that  the  poor  will  form  a  large  portion  of 
every  community;  and  it  is  the  duty  of  those  who  manao'p 
the  affairs  of  a  state,  to  extend  relief  to  this  unfortunate 
part  of  our  species  in  every  way  in  their  power. 

Providence,  in  the  impartial  distribution  of  its  favors, 
whilst  it  has  denied  to  the  poor  many  of  the  comforts  of 
life,  has  generally  bestowed  upon  them  the  blessing-  of  in- 
telligent children.      Poverty  is  the  school  of  genius ;  it  is 


144  Murphey's  Report,  1817. 

a  school  in  which  the  active  powers  of  man  are  developed 
and  disciplined,  and  in  which  that  moral  courage  has  ac- 
quired, which  enables  him  to  toil  with  difficulties,  priva- 
tions and  want.  From  this  school  generally  come  forth 
those  men  who  act  the  principal  parts  upon  the  theatre  of 
life;  men  who  impress  a  character  upon  the  age  in  which 
forms  grows  up  in  it.  The  State  should  take  this  school 
under  her  special  care,  and  nurturing  the  genius  which 
there  grows  in  rich  luxuriance,  give  to  it  an  honorable  and 
profitable  direction.  Poor  children  are  the  peculiar  prop- 
erty of  the  State,  and  by  proper  cultivation  they  will  con- 
stitute a  fund  of  intellectual  and  moral  worth  which  will 
greatly  subserve  the  public  interest.  Your  committee 
have  therefore  endeavored  to  provide  for  the  education  of 
all  poor  children  in  the  primary  schools ;  they  have  also 
provided  for  the  advancement  into  the  academies  and  uni- 
versity, of  such  of  those  children  as  are  most  distinguished 
for  genius  and  give  the  best  assurance  of  future  useful- 
Those  educated      ness.     For  three  vears  they  are  to  be  educated  in  the  pri- 

beyond  primary  ■/  t/ 

lnd0ciothedebvdthe  lliaiT  schools  free  of  charge ;  the  portion  of  them  who  shall 
state-  be   selected   for   further   advancement,    shall,    during   the 

whole  course  of  their  future  education,  be  clothed,  fed  and 
taught  at  the  public  expense.  The  number  of  children 
who  are  to  be  thus  advanced,  will  depend  upon  the  state  of 
the  fund  set  apart  for  public  instruction,  and  your  com- 
mittee think  it  will  be  most  advisable  to  leave  the  number 
to  the  discretion  of  the  board,  who  shall  have  charge  of 
the  fund ;  and  also  to  leave  to  them  the  providing  of  some 
just  and  particular  mode  of  advancing  this  number  from 
the  primary  schools  to  the  academies,  and  from  the  acade- 
mies to  the  university. 

Ax  Asylum  for  the  Deaf  and  Dumb. 

Humanity  de-  If  there  be  any  of  our  species  who  are  entitled  to  the 

mands  education  .     .  .  ,  ,,      ,  ...  -i        ,-i 

of  deaf  and  dumb,  public  consideration  of  the  government,  it  is  surely  tnc 
deaf  and  dumb.  Since  the  method  of  instructing  them 
in   science  and  language  has  been   discovered,   numerous 


Murphey's  Report,  1817.  145 

asylums  in  different  countries  have  been  established  for 
their  instruction.  While  we  are  engaged  in  making  pro- 
visions for  others,  humanity  demands  that  we  make  a 
suitable  provision  for  them.  Your  committee  do  there- 
fore recommend  that  as  soon  as  the  state  of  the  fund  for 
public  instruction  will  admit,  the  board  who  have  charge 
of  that  fund,  be  directed  to  establish  at  some  suitable 
place  in  the  State,  an  asylum  for  the  instruction  of  the 
deaf  and  dumb. 

Your  committee  have  now  submitted  to  the  two  houses 
their  general  views  upon  the  subject  referred  to  them, 
they  have  proposed  the  creation  of  a  fund  for  public  in- 
struction, the  appointment  of  a  board  to  manage  this  fund, 
and  to  carry  into  effect  the  plan  of  education  which  they 
have  recommended.  This  plan  embraces  a  gradation  of 
schools  from  the  lowest  to  the  highest,  and  contains  a  pro- 
vision for  the  education  of  poor  children — and  of  the 
deaf  and  dumb. 

When  this  or  some  other  plan  of  judicious  education,  Benefits  of 

r  J  '  education. 

when  light  and  knowledge  shall  be  shed  upon  all,  may  we 
not  indulge  the  hope,  that  men  will  be  convinced  that  wis- 
dom's ways  are  ways  of  pleasantness  and  all  her  paths  are 
peace ;  and  be  induced  by  such  conviction  to  regulate  their 
conduct  by  the  rule  of  christian  morality,  of  doing  unto 
others  as  they  wish  they  would  do  unto  them;  and  that 
they  will  learn  to  do  justly,  to  love  mercy  and  walk  hum- 
bly before  their  God. 

Your  committee  will  forthwith  report  bills  to  carry  into 
effect  the  several  measures  recommended  in  this  report. 
Respectfully  submitted, 

'Nov.  27,  1817.  A.  D.  Murphey,  Chairman. 

The  house  taking  the  foregoing  report  into  considera- Senate  resolution 
tion,  Resolved  unanimously  that  they  do  concur  therewith.  report!'phey 's 
On  motion  of  Mr.  Davidson1,  Ordered,  That  the  following 
message  be  sent  to  the  House  of  Commons. 


1Wm.  Davidson,  Mecklenburg. 
10 


146  Mukphey's  Report,  1817. 


Action  of  the 
House. 


Mr.  Speaker — We  propose  that  the  report  of  the  com- 
mittee on  that  part  of  the  Governor's  message  relative  to 
public  instruction  he  printed,  one  copy  for  each  member 
of  this  General  Assembly. 

— Senate  Journal,  pp.  30-J+2. 

Thursday,  Dec.  4th,  1817.  Received  from  the  House 
of  Commons  the  following  message. 

Mr.  Speaker — Your  proposition  to  have  printed,  the 
report  on  Public  Instruction,  we  assent  to1. 

— Senate  Journal,  1817-18,  p.  4-9- 


1  See  House  Journal  for  December  4,  1817,  p.  40. 


i.    WALKER'S  REPORT  0>   EDUCATION. 

Monday,  Dec.   8,  1817.— The  Speaker  laid  before  the 
House  the  following  letter : 
To  The  Horible 

The  Speaker  of  the  House  of  Commons, 
Sir, 

Having  been  appointed  by  the  Speakers  of  the  two  walker's  letter 
Houses  of  the  Legislature,'  of  NO.  Ca:  in  obedience  to  a 
joint  Resolution  of  that  Honble  body,  at  their  last  Ses- 
sion ;  a  Commissioner,  in  common,  with  two  other  gentle- 
men, to  digest  a  plan  of  Popular  Education,  and  being 
unable  to  communicate  with  those  Gentn  on  the  subject — I 
have  deemed  it  my  duty,  through  you,  to  lay  before  your 
Hon:  body  the  Plan  of  Education  herewith  submitted — 
Accept,  Sir,  of  my  Respects 

John  M.  Walker. 

December  6th,  1817. 

The  report  was  read  and  ordered  to  be  sent  to  the  Sen-  toSrtatwSSrt 
ate  with  a  message,  proposing  to  have  it  printed,  one  copy  repor ' 
for  each  member  of  the  assembly. 

— House  Jornal,  1817,  p.  59. 

To  The  Honorable  the  Legislature  of  Xorth  Carolina, 
Gentlemen, 
At  a  time  when  the  American  people;  from  St.  Croix,  importance  of 

r      r      }  ;  public  education. 

to  the  Mississippi,  accord  in  estimating  the  vast  impor- 
tance of  public  Education.  And  when  the  Executives  of 
every  state,  are  annually  increasing  the  recommendation 
of  the  subject,  to  the  immediate  representatives  of  the 
people :  I  cannot  fail  to  be  duly  impressed  with  the  im- 
portance of  the  trust,  committed  to  me,  by  your  honorable 
Speakers — Xor  can  I  fail  felicitating  my  fellow-citizens, 


147 


148  Walker  s  Report,  1817. 

in  common  with  your  selves,  in  anticipation  of  the  future, 
compared  with  a  retrospect  of  the  past. 

Too  long  have  the  energies  of  our  state  lain  slumbering 
in  listless  inactivity;  the  Legislature  of  1815,  has  im- 
mortalized itself,  by  cutting  the  Gordian  Knot  which  had 
thus  bound  it  in  torpid  lethargy.  That  Legislature  took 
a  comprehensive  view  of  the  duties  of  Legislation :  its  pre- 
decessors had  contented  themselves  with  passing  honest 
laws  and  imposing  moderate  taxes :  this  was  but  part  of 
their  duty :  the  creating  new  rights  and  new  interests,  con- 
stitute the  most  important  branch  of  legislation.  The 
head,  the  heart,  the  mountain,  the  valley,  the  lake,  the 
river,  are  a  like  the  common  property  of  the  state  and 
constitute  the  rich  mines  into  which  the  Legislators  should 
dig  and  search ;  and  like  the  polisher  of  the  diamond  bring 
the  hidden  treasure  to  light,  in  its  true  and  valuable  form. 
Legislature  of  1815  That  legislature  commenced  the  great  work  of  internal 

began  the  work  °  ° 

Movements111"  improvement,  on  a  scale  which  vanquished  the  checkered 
interest  of  locality  by  interesting  every  section  in  equal 
rights  and  equal  privileges.  Already  North-Carolina  be- 
gins to  emerge  from  her  dormancy ;  to  assume  her  destined 
station  among  the  galaxy  of  her  sister  states,  whose  bril- 
liant corruscations  of  inventive  genius,  has  astonished  an 
admiring  world. 

Education  of  the         Among  the  remaining  objects  of  National  importance, 

poor  of  first 

importance.  which  that  Legislature  has  left  lor  its  successors  to  ac- 

complished, may  be  placed  first  in  importance  the  Edu- 
cating the  poor. 

There  are  few  subjects  on  which  human  ingenuity  has 
been  more  generally  exerted,  and  as  few,  in  which  it  has 
more  generally  failed:  whether  this  has  j)roceeded  from 
the  want  of  invention  or  the  irremediableness  of  the  sub- 
ject, I  shall  proceed  in  the  duty  assigned  me,  stimulated 
by  the  maxim  "Ex  cohesione  scintillum  ex  citat." 

The  resolution  be-        Indeed,  it  would  be  a  melancholy  reflection,  if,  while 

gan  a  new  era.  .  .  . 

Natural  science  was  daily  enlarging,  so  as  not  to  be  con- 
fined by  the  earth  nor  the  heavens,  Moral  and  Political 


Walker  s  Report,  1817.  149 

phylosophy  should  be  so  limited  as  not  to  overcome  the  ob- 
stacles to  human  happiness,  arising  from  ignorance. — 
However  formidable  these  obstacles  may  have  been  let  us 
not  despair,  for  the  American  Revolution  has  opened  wide 
the  temple  of  Mature.  Morality,  Politics  and  Phylosophy 
shine  on  her  altars  with  new  lights.  Morality,  which  here- 
tofore, was  confined  to  the  narrow  actions  of  individuals, 
is  now  made  the  broad  basis  on  which  is  bottomed  the  wide 
Republic  of  America ;  Politics  has  opened  her  vast  field  of 
principles,  and  secured  to  the  American  citizens  those 
rights  and  liberties,  where  before  were  only  found  in  the 
pages  of  Antiquity,  While  Phylosophy,  like  the  radiant 
sun,  illumines  the  whole,  enlivens  the  mind,  and  animates 
the  genius  to  its  utmost  achievements.  Witness  the  bril- 
liant discoveries  and  inventions  since  our  Revolution. — 
What  age  or  what  country  can  boast  a  Franklin,  Ritten- 
house,  and  a  host  of  others,  whose  inventions  have  created 
a  new  era  in  the  interest  of  our  country,  by  inviting  from 
the  American  farmer,  to  reward  whose  labour  Mature 
seems  to  have  exausted  all  her  stores,  a  portion  of  skill 
and  industry  to  be  added  to  the  Manufacturer.  Allready 
Europe  pays  tribute  to  our  inventive  genius. — In  clothing 
her  nakedness  and  in  guiding  her  mariner  from  clime  to 
clime,  she  is  indebted  to  our  inventions. — To  our  Ritten- 
house  she  is  indebted  for  the  "Prophetic  Planatarium," 
which  unlocks  the  arcana  of  the  celestial  world.  To  our 
Franklin  she  is  indebted  for  the  pointed  rod  which  draws 
down  innocuously  the  fiery  wrath  of  Heaven,  beneath  our 
feet.  These  are  some  of  the  rich  gifts  with  which  Xa- 
ture  has  adorned  the  genius  of  Columbia — Let  us  emulate 
her  munificence,  in  improving  the  genius  and  talents  of 
those  who  are  unable  to  visit  her  temple.  This  will  be 
national  charity: — That  virtue  which  Nations  and  indi- 
viduals are  so  eloquently  invited  to  practice,  by  the  offer 
of  every  reward,  which  can  awaken  the  present,  or  render 
happy  the  future  life: — This  will  be  the  highest  species 


150  Walker's  Report,  1817. 

of  charity,  clessiminating,  among  the  poor,  knowledge  and 
virtue. 
ermentmake!°edu-      Patriotism  joins  charity,   in  pleading  another  reason, 

cation  a  necessity.  ."  i      ■        i     r  i  •       •    1  c 

lor  educating  the  poor,    derived   Irom   the   principles   ol 
our  Government. 

Happy  government !  where  governor  and  governed  are 
interchangeable  terms : — when  he  who  sits  on  the  highest 
spoke  of  Government  which,  by  the  salutary  principles  of 
rotation  in  office,  is  made  alike  obedient  to  the  laws  of  its 
own  revolution : —  where  all  are  equally  invited  and 
equally  entitled  to  interchange  the  duties  of  citizen  and 
officer.  But  in  vain  will  our  Fathers  have  hungered  and 
toiled ;  in  vain  will  they  have  fought  on  the  ensan- 
guined field  for  these  inestimable  principles ;  if  ignorance 
prevents  their  sons  from  enjoying  the  fruits  of  their  vic- 
tory : — In  vain  may  the  legislator  lucubrate  over  the  mid 
night  lamp  in  digesting  equal  laws: — In  vain  may  the 
erudite  Judge  preside  on  the  bench,  if  ignorant  Juries 
decide  the  fact,  and  apply  the  law.  What  our  renown 
armies  may  have  acquired  for  a  Nation ; — What  ever 
wealth  industry  may  have  accumulated ;  all  these  weigh 
light  in  the  scale  of  comparison,  with  the  helping  of  a 
wise  Legislature ;  a  learned  bench,  and  an  enlightened 
Jury.  View  the  Grand  Juries  of  our  country,  the  Pala- 
dium  of  our  liberty;  the  great  inquest  of  the  Nation;  the 
grand  arbiter  of  Honour,  fame  and  reputation,  and  say, 
what  cost  will  be  too  great  to  enlighten  the  yeomanry  of 
our  country  from  whence  they  are  taken  ?  These  consid- 
erations apply  alone  to  us  as  individuals ;  what  shall  we 
say  when  we  compute  the  National  loss  ?  What  germs  of 
genius  have  not  the  chilling  blast  of  poverty  smothered 
from  their  country's  service  ?  How  oft  has  Nature, 
always  mindfull  of  equality  in  her  works,  compensated  by 
fertility  of  genius,  the  scantiness  of  Fortune  ?  Where  are 
the  Bacons  and  the  Newtons  of  the  old  World  ?  Where 
the  Franklins  and  Thompsons  of  the  New  ?     They  rise  in 


Walker's  Report,  1817.  151 

evidence.  Let  us  not  be  tantalized  by  the  deceptive  ap- 
pearance of  progressive  education  in  our  state.  While  The  number  f 
each  county  vies  with  its  fellow  in  erecting  Academies  in  schools  decreasing 
its  bosom,  the  great  mass  of  people  are  destitute  of 
schools.  It  is  a  melancholy  fact  that  our  schools  are  les- 
sening in  their  number  and  usefullness.  The  time  has 
been  when  there  was  scarcely  an  old  field  whose 
bosom  was  not  enlivened  by  a  country  school,  whose  gay- 
full  numbers  at  their  halcion  meridian,  enlivened  the 
sterility  of  the  field,  or  gladdened  the  solitude  of  the 
woods  with  their  schoolboy's  note.  What  avails  it  us  tu 
point  to  our  University  the  pride  of  the  state  ?  or  boast  of 
our  more  numerous  ornaments,  our  Academies  ?  While 
the  great  mass  of  our  fellow-citizens  are  destitute  of  Edu- 
cation and  the  means  of  Education.  And  while  too,  this 
partial  system  of  Education  is  spreading  its  influence  in 

°  The  masses  des- 

a  balqfull  maimer  in  our  country,  by  destroy ing  that  titute  of  education, 
happy  equilibrium  of  our  constitutions,  equality,  which 
it  was  the  pride  and  glory  of  our  fathers  to  establish  and 
which  should  be  our  rich  inheritance  to  maintain. — It  re- 
quires but  little  experience  and  less  foresight  into  human 
nature  to  foretell  what  will  be  the  condition  of  our  country 
when  wealth  and  learning  are  the  inheritance  of  the  few, 
and  ignorance  and  poverty  the  lot  of  the  many.  Compare 
the  happy  days  of  Rome  when  liberty  gladdened  the 
hearts  of  her  citizens,  and  equality  pervaded  their  condi- 
tion, with  those  tumultuous  and  contentious  days,  when 
her  citizens  were  divided   into  a  few  learned  Patricians  Liberty wm  vanish 

when  wealth  and 

and  many  ignorant  Plebeians.  These  remarks  are  not  passion saoniy  of 
made  to  discourage  the  Academic  system,  but  to  call  your  a 
attention  to  the  effects  which  that  system  is  producing — 
and  from  thence  to  draw  a  strong  argument,  for  the  gene- 
ral diffusion  of  Education  among  the  poor,  in  order  to 
counteract  the  increasing  inequality  of  condition.  For 
it  may  be  affirmed  that  every  Academy  established  puts 
down  3  or  4  country  schools,  by  monopolizing  those  chil- 


152  Walkeb's  Report,  1817. 

dren,  whose  parents  are  able  and  determined  to  support  a 
school,  it  leaves  the  balance  of  the  neighborhood  too  poor 
to  support  such  teachers   (at  the  present  prices),  as  are 
worthy  to  teach. 
scarcity  of  native        Did  this   assertion,  that  our  schools   are   lessening  in 

teachers.  '  » 

number  and  usefullness  require  support,  we  have  only  to 
look  around  and  compare  what  portion  of  those  who  teach 
in  our  state,  are  native  Carolinians : — scarcely  one  in  ten. 
Why  this  aversion  to  so  honorable  and  lucrative  a  profes- 
sion ?  Is  it  because  too  few  are  educated  among  us  ?  Or 
is  it  because  our  educations  are  too  superficial  to  be  re- 
tailed to  others?  Or  is  it  the  remnant  of  that  Feudal 
Aristocracy  inherited  from  our  translantic  Ancestors  ?  who 
considered  the  peasantry  as  exchangeable  stock,  and  whose 
policy  it  was  to  discourage  the  profession  of  country 
schools,  to  keep  them  ignorant  and  consequently  poor,  that 
they  might  be  the  more  docile  under  their  tyrany.  How 
different  were  the  sentiments  in  our  antient  sisters, 
Greece  and  Rome,  where  teaching  was  the  most  honour- 
able of  professions,  whose  children  were  committed  to 
their  teachers,  not  only  in  the  hours  of  learning,  but  in 
the  hours  of  vacation,  that  they  might  learn  by  precept 
and  example.  The  cause  of  this  partial  distribution  of 
learning  is  too  evident  to  require  investigation ;  it  arises 
from  the  disparity  of  the  number  of  those  to  be  taught 
and  the  number  willing  to  teach ;  thereby  creating  a  com- 
petition between  the  parents,  which  raised  the  price  too 
Too  few  teachers     high  to  be  purchased  by  the  many.     Change  but  this  com- 

and  price  of  tuition  ..  ,.,.  ,.  ,  -, 

too  high  as  a  result,  petition  to  the  teachers  by  multiplying  their  number,  and 
the  price  will  be  again  reduced  to  a  scale  acceptable  to  all, 
to  the  child  of  poverty  as  to  the  child  of  wealth.  Then 
shall  our  fields  and  woods  again  resound  with  the  jocund 
sound  of  the  school-boy's  note.  For  the  American  poor, 
as  yet,  require  no  stimulus  to  educate  their  children. — 
Furnish  them  with  teachers  and  their  parental  tenderness 

Increase  of  the  l 

thTr!eTne0dyteachers  w^  prompt  them  to  their  use.     Ignorance  has  not  yet, 


Walker's  Kepokt,  1817.  153 

with  all  her  train  of  vices,  eradicated  the  finer  feelings  of 
their  bosom,  which,  while  it  prompts  them  to  obey  the 
first  law  of  nature,  suffers  them  not  to  forget  its  dictates. 
It  is  not  yet  in  America,  as  in  some  European  countries. 
Where  ignorance,  poverty  and  vice,  have  destroyed  the 
tenderness  of  parent,  and  where  the  offspring  excites  no 
other  care  or  duty  from  the  Parent,  than  sending  it  to  its 
grave  through  the  Nurse  of  a  Foundling  Hospital.  It  is 
common  to  the  human  bosom  to  Over-rate  its  chance  of 
happiness;  But  the  American  Legislator  should  not  be 
mislead  by  this  sentiment.  Nor  should  we  think  the  same 
effects  will  not  follow  the  same  cause.  Nor  believe  what 
has  befallen  other  countries  will  not  befall  his,  under  sim- 
ilar circumstances.  Is  it  not  time  then  for  the  American 
Legislator  to  arrest  the  progress  of  ignorance  ? 

Humanity  pleads  a  still  stronger  reason  for  educating  mtans^o'emninate 
the  poor,  derived  from  the  policy  of  our  government,  creas'evirtue.11 
The  Continent  of  America  is  laid  on  a  scale  unparalleled 
by  either  of  the  old  continents.  Whether  we  regard  the 
vastness  of  her  territory  or  the  grandeur  of  her  scenery,  or 
the  richness  of  her  productions.  Her  National  origin  dif- 
fers as  wide  from  the  origins  of  the  Nations  of  the  old 
World,  as  her  geographical  features — The  nations  of  the 
old  world  had  their  origin  in  the  darkness  of  time  and 
Nadir  of  Intellect,  their  progress  to  manhood  was  slow 
and  tardy;  time  was  required  to  change  the  simplicity  of 
the  shepherd  state  or  the  rugged  frugality  of  the  camp  in- 
to the  boundless  splendor  of  luxury.  While  America 
arising  in  the  Zenith  of  Intellect,  and  transplanted  from 
the  lap  of  wealth  and  cradle  of  luxury,  into  a  land  yield- 
ing almost  without  labour,  every  object  which  can  gratify 
desire ;  luxury,  scarcely  sustained  a  check  at  her  birth. 
It  is  a  fact  which  the  slightest  gleanings  in  History  will 
prove  that  in  proportion  as  a  Nation  advances  in  extrava- 
gance and  luxury  the  poor  increase  with  accumulating 
misery — These  facts  shoulel  prompt  us  to  adopt  the  policy 


154  Walker's  Kepokt,  1817. 

of  our  Government  to  the  condition  of  our  country.      But 
we  have  without  analogy   of   circumstances   adopted  the 
European  Parochial  policy.     What  Millions  have  Europe 
►  spent  in  mitigating  the  misery  from  poverty  ?     And  how 

far  short  has  it  fallen  from  accomplishing  its  object  ?  Let 
the  riots  and  tumults ;  the  cries  for  bread,  the  haggard 
look  and  the  chilled  nakedness  answer ! !  Happy  Ameri 
ca !  still  happier  Carolina !  you  have  not  yet  reached  this 
achme  of  misery !  May  the  period  of  its  arrival  be  far,, 
very  far  distant !  ! !  But  the  history  of  other  Nations, 
once  abounding  in  rich  redundant  land  like  ours,  and  the 
rapid  progress  of  population,  which  in  our  country  as  yet 
knows  no  check  admonish  us  that  the  time  is  approaching ; 
nay  if  we  look  at  our  Parochial  list  we  shall  find  it  ap- 
proaching alarmingly  fast.  A  few  years  ago  there  was 
not  a  beggar  in  America,  but  a  short  time  past  our  pau- 
pers were  so  few  as  not  to  claim  more  than  voluntary 
neighborhood  charity, — jSTow  they  have  increased  so  rapid 
ly  as  to  claim  the  attention  of  our  courts,  and  parish  levies 
are  annually  collected  for  their  support.  And  it  is  equally 
a  melancholy  fact  that  larger  sums  of  money  are  now 
expended  in  raising  orphan  and  pauper  children  in  igno- 
rance and  want,  and  too  often  in  vice,  than  would  be  re- 
quired, under  a  more  judicious  policy,  to  raise  and  intro- 
duce them  to  competency  and  virtue. 

These  facts  should  stimulate  us  to  improve  upon  the 
Eropean  policy — Let  us  prevent  poverty,  rather  than  ex- 
haust our  genius  and  resources  in  relieving  its  distress. 
The  Golden  maxim  "a  grain  of  prevention  is  better  than 
a  pound  of  cure,"  is  as  applicable  to  parochial  policy,  as 
to  clinical  practice.  Let  us  give  them  education.  Let  us 
The  ignorant  and    therefore  light  their  taper  and  oil  their  lamp — Education 

the  poor  fill  the  .      .  .         . 

Jai]s'  is  to  labor  what  oil  is  to  the  lamp — It  will  light  them  into 

the  avenues  which  lead  to  honor,  wealth  and  happiness ! ! 
Look  the  world  over — who  are  more  industrious  than  the 
poor  ?     Yet  lamentable  to  be   told !   who  fills  your  paro- 


Walker's  Report,  1817.  155 

chial  houses  and  parishes  with  poverty  and  industry  ?  The 
poor.  Who  fills  your  Jails  and  Penitentiaries  with  con- 
victs \  The  ignorant  poor.  Whence  can  this  arise  % 
Surely  from  the  want  of  knowledge  and  foresight  in  di- 
recting their  labor.  Vain  will  be  their  labor  and  fruitless 
their  toil,  tho'  exerted  with  the  strength  of  an  Anteus  or  a 
Herculees,  if  not  directed  by  judgment  and  foresight,  the 
offspring  of  enlightened  minds.  And  shall  we  not  en- 
lighten their  minds  ?  Shall  we  not  give  them  Education  \ 
Not  that  Aristotilian  Education,  which  prepares  the  mind 
for  disquisition  and  controversy,  instead  of  thought  and 
action,  which  stores  the  mind  with  antient  song  and  fabled 
story,  insteael  of  things  of  men. — 

The  greatest  Logician  of  the  past  century  has  said  "the  sociaiXu*! 
great  study  of  Alan  is  Man": — Let  us  initiate  them  into 
this  study : — Let  us  teach  them  the  great  moral  lesson, 
which  while  it  points  out  the  true  relationship  they  bear 
to  the  objects  around  them  teaches  them,  also,  the  great 
duties  they  owe  to  the  Creator,  to  themselves,  and  their 
neighbors,  (which  teaches  them  the  love  of  virtue  and  the 
detestation  of  vice : — which  inculcates  the  practice  of  all 
the  cardinal  virtues  of  Prudence,  Temperance,  fortitude 
and  justice. — Then  we  may  disgrace  our  land  with  Work- 
Houses  and  Penitentiaries,  with  jails  and  gibbets;  but 
there  will  be  no  convicts — their  walls  may  prove  what  the 
state  of  society  once  was ;  the  want  of  tenants,  what  it  now 
is.      There  we  may  say  with  the  Poet : — 

"Ingenuas  didiisse  fideliter  artes 
Emollet  mores  nee  sinit  esse  feros." 

This  is  not  hvperbole : — Various  proofs  of  the  soliditv  Governments  must 

*■  "    take  care  to  ertu- 

of  these  positions,  that  Education  will  lessen  crimes  and  fate  the  young  if 

i  they  would  per- 

prevent    poverty,   will   arise    from   considerations    drawn  j^f^s!6  them~ 
from  our  social  and  moral  nature: — That  Man  is  a  social 
animal,   impelled  to  society,  his  history  proves  from   its 
earliest  day.      Miserable  wants  be  his  situation,  and  abor- 


156 


Walker's  Report,  1817. 


The  constitution 
of  North  Carolina 
cited. 


Education  the 
basis  of  virtue. 


tive  the  best  gift  of  Nature,  if,  while  irresistably  led  to 
form  society,  there  was  planted  in  his  bosom  principles 
which  led  to  its  destruction.  If  human  society  has  been 
checkered  by  practices  which  threatened  its  existence,  it 
has  been  because  those  governments  which  have  been 
formed  for  its  promotion,  have  not  availed  themselves  of 
the  due  culture  of  those  principles  which  led  to  their  estab- 
lishment, but  have  every  where  preferred  governing  the 
human  mind  by  fear  and  terror  rather  than  leading  it  by 
social  and  moral  principles. — Accordingly  we  find  in  all 
governments  penalties  and  stripes;  Jails  and  gibbets  are 
the  engines  of  the  Law,  directed  against  the  adult,  while 
the  young  are  permitted  unrestricted  and  unchecked  to 
progress  in  those  very  practices  which  lead  to  those  en- 
gines. And  if  at  any  time  we  have  seen  governments  en- 
couraging the  diffusion  of  learning,  it  has  been  that  learn- 
ing which  act  on  the  side  of  avarice,  and  not  on  the  side 
of  sociability — that  learning  which  taught  to  calculate 
pence,  and  not  weigh  consequences — which  improved  the 
head  and  neglected  the  heart. 

Is  it  not  time  to  discard  the  habitude  of  imitation  to 
such  governments  ?  Is  it  not  time  to  carry  our  constitu- 
tion into  effect  \  Does  not  the  forty-first  article  of  our 
constitution  which  is  a  monument  of  the  wisdom  and  phi- 
lanthrophy  of  our  fathers  imperiously  command  that 
teachers  shall  be  procured  and  paid  by  the  publick  to  ena- 
ble them  to  teach  at  moderate  prices  ?  How  much  more 
becoming  a  free  Republican  government  like  ours  to  re- 
form practice  by  the  mild  influence  of  a  moral  education, 
than  by  humbling  the  mind  into  submission  by  servile 
fear? 

How  much  more  becoming  such  a  government  to  pre- 
vent crimes,  by  presenting  them  in  an  odious  light  in  an 
early  education,  than  to  rely  alone  on  severe  punishment  ? 
Is  not  Education  the  basis  of  Virtue  ?  Is  not  Virtue  the 
basis  of  morals  ?     And  are  not  morals  a  surer  basis  to  sub- 


Walker's  Report,  1817.  157 

mission  to  the  laws  than  abject  fear  \  Can  anything  but 
education  elevate  the  mind  to  the  dignity  of  virtue  %  Vir- 
tue may  be  inspired,  it  can  never  be  commanded : — 

All  crimes  proceed  either  from  ignorance  or  tempta-  cf£°?ofCmueh 
tion. — Charity  for  our  species  prompts  us  to  believe  that cnme' 
the  greater  portion  of  these  crimes  which  cheeker  society, 
spring  from  the  first  source. — -The  substituting  knowledge 
for  ignorance,  by  removing  the  cause  will  remove  the  ef- 
fect.— And  those  crimes  which  spring  from  temptation 
will  be  annihilated,  or  very  much  lessened ;  for  it  is  the 
province  of  a  moral  education  to  curb  the  efflux  of  inordi- 
nate passions  and  desire,  at  once  the  fountain  and  food  of 
temptation. 

Did  this  reasoning  stand  in  need  of  facts  to  support  it,  „ 

°  r  >-  '  Example  of 

they  abound  in  the  history  of  man — Take  the  renowned  Socrates- 
Socrates  among  the  Greeks,  who  was  addicted,  according 
to  his  Biographer,  to  every  low  and  profligate  vice: — Yet 
who  ever  more  completely  overcome  his  passions,  by  the 
principles  of  morality  than  Socrates  ?  Whose  name  shines 
through  the  mouldering  pages  of  antiquity  with  brighter 
panegeric  than  his  ? 

But  why  confine    ourselves    to    individual    examples  ?  Example  of  scot- 

-f^fy-,     i  .  .  ,  .  .  .      land  and  Switzer- 

Whole,  nations  bear  testimony,  what  education  will  do  in  ]and. 
preventing  poverty  and  correcting  vice.  The  benevolent 
Howard,  who  travelled  over  Europe  to  assuage  the  pain 
from  vice,  and  mitigate  the  misery  from  poverty,  affirms 
that  he  found  fewer  jails  in  Scotland  and  Switzerland, 
than  in  any  other  country  in  Europe.  And  that  he  every- 
where found  the  peasantry  poor,  vicious,  and  miserable  in 
proportion  as  they  were  ignorant. — All  geographers  and 
travellers  tell  us  that  the  peasantry  in  Scotland  and  Swit- 
zerland are  better  educated  than  in  any  other  country  in 
Europe.  Hence  the  disparity  between  poverty  and  vice, 
in  these  countries,  compared  with  the  rest  of  Europe. 
Let  us  compare  the  state  of  poverty  and  vice  between 
Scotland  and  England.     In  Scotland,  whose  bleak  Cala- 


158  Walker's  Bepokt,  1817. 

donian  Hills,  without  improvement  from  education,  would 
scarcely  afford  habitation  to  man  or  hybernation  to  beast 
— yet  here  it  is  calculated  that  not  more  than  one  in  forty 
derive  assistance  from  charity. — Whilst  in  the  rich  irri- 
gated vales  of  England,  the  mother  of  agriculture,  the 
father  of  manufactories,  and  the  mistress  of  commerce,  it 
is  calculated  that  one  in  seven  are  relieved  by  charity. 

Crime  less  in  Scot-  ryii         -i  •  •<       -i     ,  ,1  •  p   ,1        ,  <    ■ 

land  than  England.  Ihe  disparity  between  the  crimes  of  the  two  countries, 
is  still  more  apparent : — In  Scotland  it  is  calculated,  that 
not  more  than  one  in  Sixty  Thousand  is  criminal — while 
in  England  it  is  computed  that  one  in  sixteen  are  crimi- 
nals. These  facts  speak  louder  than  volumes  in  praise  of 
popular  education, 
exempt  herself can  North  Carolina  has  advantages  which  should  prompt 
i>overty  by  educa-   her  to  emulate  this  happy  state  of  exemption  from  vice 

tion.  .  .         . 

and  poverty,  by  disseminating  education  among  the  poor. 
She  has  no  large  towns  from  which  eminate  like  the  radii 
of  a  circle,  Luxury,  poverty  and  vice.  Genius  and  for- 
tune are  more  equally  divided  among  her  citizens — this 
real  or  apparent  equanimity  of  circumstances  is  peculiarly 
favorable  to  the  practice  of  those  virtues,  which  honor  tlic 
head  and  adorn  the  heart ;  and  I  cannot  pass  this  part  of 
the  subject,  without  congratulating  my  fellow  citizens  on 
their  general  practice  of  these  virtues ;  and  adding  my 
limited  testimony,  that  fewer  crimes  are  committed  in 
Carolina,  than  in  an  equal  population,  on  either  side  of  the 
Atlantic. 

Plan  of  education.  Influenced  by  these  reasons  which  are  suggested  by 
charity,  and  plead  by  patriotism  and  humanity,  I  beg  the 
liberty  of  recommending  to  the  Legislature  the  adoption 
forthwith,  of  a  system  of  public  education,  which  promises 
universality  in  extent,  facility  in  execution  and  economy 
in  practice,  contained  in  the  subjoined  resolutions. 

Three  classes  186  1st.        That  three  classes  of  one  hundred  and  eighty  six 

young  men  to  ,  ,  „  , 

be  educated  to  young  men,  between  the  age  oi  fifteen  and  twenty  years 
be  annually  and  successively  taught  and  prepared  to  teach 


Walker's  Report,  1817.  159 

reading,  writing,  Arithmetic,  English  Grammar,  Elements 
of  Geometry,  and  Moral  phylosophy  at  the  public  expense, 
thev  first  ffivina:  bond  to  the  Governor  of  the  State  for  the 
time  being,  in  the  probable  amount  of  the  cost  of  their 
education,  conditioned  to  teach  in  some  county  in  this 
State,  three  years,  at  the  moderate  price  of  $8  per  scholar, 
with  liberty  to  enter  into  any  other  pursuit,  after  receiv- 
ing their  education,  by  cancelling  their  bond  or  so  much 
as  remains  due,  in  proportion  to  the  time  they  wish  to 
avoid  teaching.  The  first  class  to  commence  in  1818,  or 
as  soon  thereafter  as  convenient.  The  second  class  12 
months  after  the  first,  and  the  third  class  12  months  there- 
after. 

2d.      That  the  overseer  of  the  Poor,  in  each  and  everv  Overseers  of  the 

i    poor  to  select  poor 

county,  be  instructed  to  enter  each  and  every  parishioner  cated° be edu 
and  pauper,  between  the  age  of  10  and  15  years,  whose 
parents  or  next  of  kin  are  unable  to  pay  the  moderate 
price  of  tuition,  to  such  schools  as  may  be  thus  established 
in  their  neighborhood ;  and  that  they  be  directed  to  pay 
such  charges,  as  parish  charges  have  heretofore  been  paid. 

3d.     That  the  first  Court  of  Pleas  and  Quarter   Ses-  Board  of  literature 
sions  held  in  1818,  in  each  county  appoint  not  less  than  to  recommend 

.        1,.1  .  young  men. 

5  or  more  than  12  prudent,  intelligent  men,  m  the  respec- 
tive counties  who  shall  constitute  a  Board  of  Literature, 
to  continue  in  office  3  years,  and  who  shall  have  power  to 
fill  vacancies,  occasioned  by  resignation,  death  or  removal. 
and  whose  duty  it  shall  be  to  invite  and  recommend  intel- 
ligent young  men,  of  their  respective  counties  to  enter  into 
the  above  class,  to  take  their  bonds  as  above  conditioned. 
and  transmit  them  to  the  clerk's  office,  in  their  respective 
counties :  And  further  it  shall  be  their  duty  to  superin- 
tend and  to  aid  the  general  operation  of  this  plan. 

1th.      It  shall  be  the  dutv  of  this  Board  of  Literature  District  trustees 

of  public  instruc- 

appointed  as  above,  at  their  first  meetino-  to  elect  one  of  tion  composed  of 

11  P  county  boards  to 

their  members,  who  shall  constitute  with  others  similarly  Xcat^t^hers*0 
elected  in  each  county,  in  the  district,  a  Board  of  Trus- 


160 


Walker's  Report,  1817. 


Each  judicial  dis- 
trict to  have  one 
school,  cost  to  be 
paid  out  of  public 
treasury. 


tees  of  Public  Instruction,  for  their  respective  districts; 
who  shall  receive  a  commission  from  the  Gov'r  of  this 
State  for  the  time  being,  investing  them  with  similar 
power  and  rights  as  have  already  been  granted  by  law  to 
Trustees  of  Literary  Institutions,  investing  them  with  the 
additional  power  to  select  the  scites  within  their  district 
where  the  said  Literary  establishments  shall  be  located; 
to  contract  for  a  house  suited  to  the  above  purposes ;  to 
employ  teachers ;  to  superintend  the  Stewarts  department ; 
and  all  other  powers  necessary  to  carry  the  above  object 
into  operation.  It  shall  further  be  the  duty  of  said  Board 
of  Trustees  to  report  to  the  Governor  of  the  State  the 
condition  and  progress  of  said  schools  under  their  charge 
annually ;  to  grant  diplomas,  or  certificates  of  proficiency 
in  a  neat  elegant  style,  on  parchment  or  vellum  paper,  to 
such  scholars  as  are  prepared  to  teach.  And  it  shall  fur- 
ther be  the  duty  of  the  said  Board  of  Trustees,  semi-annu- 
ally to  lay  before  the  Gov.  for  the  time  being,  a  statement 
of  the  amount  necessary  for  the  institution  over  which 
they  shall  preside,  and  it  shall  be  the  duty  of  the  Governor 
to  issue  his  warrant  to  the  Treasurer  for  the  amount,  that 
shall  appear  to  be  requisite. 

5th.  That  a  school  for  the  reception  of  this  class  be 
established  in  each  Judicial  District  of  this  State,  appor- 
tioning to  each  school  a  proportionate  number  of  Scholars, 
according  to  the  population  of  each  District,  and  the 
Stewart's  department  be  furnished  and  supplied  out  of  the 
Public  Treasury.  Supposing  it  will  require  3  years  to 
prepare  each  class  to  teach,  and  by  thus  establishing  the 
schools  for  their  tuition,  the  cost  of  the  State  is  not  ex- 
pected to  exceed  $50  the  first  year  per  scholar;  $40  the 
second ;  $30  the  third  and  succeeding  years.  Upon  this 
supposition,  the  subjoined  table  will  show  the  amount  of 
cost,  and  the  extent  of  operation  of  this  plan 


Walker's  Report,  181' 


161 


o  C 

n    ~ 

GG 

^2 

Qi 

<J1 

So 

c3 

psao 

u 

Z 

CD  j3 

Ph  5 

CD'S 
•^  -r 
03  =C 


1818 
1819 
1820 
1821 
1822 
1823 


186 
372 
558 
372 
186 
186 


50 
40 
30 
30 
30 
30 


■ri   =3 


89,  300 
14,  880 
16, 740 
11, 160 
5.  580 
Ditto 


m  <o 

So 

>> 

o  $ 

.  ■as 

CO   £< 

0  P4 

3  "^  ^~     : 

Z 

Z 

186  I 
372 
558  | 


2o 
25 
25 


4,  650       13,  950 

9,  3U0        18,  600 

13, 950       13, 950 


j  57,  660      per  Scholar 81.  24  | 46,500 


This  table  does  not  credit  for  1,558  teachers  which  ought  to  be 
added  to  the  number  of  46,500  youths  taught,  which  would  reduce 
the  price  to  81.22  each  for  three  years'  tuition,  or  40  cents  annually 
to  the  State. 

Your  Commissioner  begs  leave  to  make  a  few  remarks  Remarks  on 

°  economy  of  the 

on  the  foregoing  Table  and  Plan  of  Education.  1st.  Ou  Plan- 
the  economy  of  the  plan,  (a J  When  it  is  recollected  that 
such  is  the  benign  influence  of  the  Christian  religion, 
which  so  happily  pervades  our  country;  that  it  cannot  be 
doubted  that  there  is  a  religious  denomination  in  our 
Country,  possessing  commodious  meeting  houses  in  each 
district  who  would  refuse  tendering  them,  to  the  board 
of  Trustees  of  Publick  Instruction,  to  be  converted  into 
Academies  at  the  moderate  price  of  building  chimnies. 

And  when  it  is  also  recollected  the  facility  and  cheap- 
ness with  which  commodious  log  houses  can  be  built  in 
their  vicinity  for  the  accommodation  of  their  classes,  it 
cannot  be  supposed  that  the  expense  of  educating  these 
classes  will  exceed  the  amount  expressed  in  the  Table. 
From  which  amount,  it  is  evident  that  for  $57,660,  ex- 
pended in  five  years,  the  state  will  have  taught  558  teach- 
ers in  whose  services  the  State  will  have  an  interest  for 
three  years,  and  46,500  scholars,  which  to  the  state  will 
not  exceed  $1.22  each  for  three  years  tuition.  Educa- 
tion is  never  communicated  except  through  teachers ;  the 
State  therefore,  if  she  promotes  education,  must  either 
11 


162 


Walker's  Report,  1817. 


Remarks  on  facil- 
ity in  operation. 


'  'Diffusable  opera- 
tion" of  the  plan. 


Other  remarks  on 
the  plan. 


raise  her  teachers  or  hire  them,  where  they  can  be  found  • 
if  the  latter,  it  will  be  a  moderate  calculation,  to  estimate 
the  salaries  she  will  be  obliged  to  give,  to  obtain  such  tal- 
ents and  learning,  as  she  ought  to  encourage  in  teaching 
at  $500  each — if  she  hires  558  teachers,  then,  even  for  one 
year,  it  will  cost  her  $279,000. 

2d.  Its  facility  in  operation. — The  beneficial  opera- 
tion of  this  plan  will  be  felt  in  the  fourth  year,  when  the 
first  class  leaves  school;  and  commences  teaching,  by  be- 
ginning that  competition  which  will  be  completed  in  the 
fifth  and  sixth  year,  when  all  the  classes  will  be  in  opera- 
tion, which  will  keep  it  securely  up  after  the  first  impedi- 
ment is  removed.  For  it  is  the  fond  hope  and  expecta- 
tion of  your  Commissioner,  that  by  educating  such  a  vast 
number  of  youths  whose  talents  might  have  wasted 
their  blossoms  in  the  desert  air,  abilities  will  be  unfolded 
which  will  qualify  and  prompt  their  possessors  for  future 
teachers,  and  consequently  all  future  expense  to  the  State 
will  be  saved. 

3d.  Its  dirTusable  operation. — In  turning  out  these 
young  teachers,  stimulated  by  the  never  slumbering  pas- 
sion, self-interest,  under  the  unerring  guide  of  moral 
obligation  they  will  penetrate  into  the  remotest  corner  of 
every  county,  in  searching  for  schools.  They  will  be  in- 
vited, and  their  schools  will  be  profitable  in  proportion  to 
their  talents,  skill  and  assiduity. — This  is  a  strong  guar- 
antee to  the  plan. 

It  is  impossible  to  do  justice  to  the  principle  or  its  de- 
tail in  these  few  lines — -But  your  honorable  body  will 
redily  perceive  that  should  the  expense  be  incurred,  and 
the  State  disappointed  in  receiving  the  services  of  their 
teachers,  it  is  manifest  that  the  money  will  have  been 
loaned  to  indigent  young  men  for  the  acquirement  of  an 
education,  they  could  not  possibly  acquire  without  its  aid. 
For  when  it  is  considered  that  the  disabilities  which  con- 
stitute the  difference  between  minor  and  adult  age,  in  civil 


Walker's  Report,  1817.  163 

law  are  imposed  for  the  benefit  of  the  minor,  the  purchas- 
ing, under  the  condition  herein  projjosed,  an  education 
which  will  introduce  him  into  a  profession,  honorable  and 
lucrative,  and  not  like  other  professions  and  trades  over- 
stocked— they  will  not  hesitate  to  remove  the  disability  of 
the  minor,  to  give  his  bond  for  this  particular  object — and 
if  the  Legislature  deem  it  necessary  the  bond  may  be 
taken  with  security,  to  bear  interest — But  should  the  plan 
go  into  operation,  its  advantages  should  be  incalculable. 
Shall  we  estimate  its  value  by  comparing  it  with  other 
systems  of  popular  education  ?  While  all  which  have 
heretofore  been  proposed  has  been  limited  to  the  poorer 
classes  of  citizens  this  will  benefit  all ;  the  rich  as  well  as 
the  poor,  by  turning  out  such  a  number  of  decent  young 
men  who  are  master  teachers,  in  the  most  useful  branches 
of  learning,  to  find  schools  wherever  they  are  wanted : — 
Or  shall  we  calculate  its  value  by  saving  of  money  to  the 
State?  The  average  price  of  Tuition  is  now  $15  or  $20 
per  Scholar:  this  scheme  will  reduce  it  to  $8  to  the  parent, 
and  40  cts.  to  the  State,  thereby  saving  $11.60  cts.  on 
every  scholar.  The  scheme  proposes  to  educate  46,500  calculation  show- 
children,  $11.60  cts.  saved  on  each  scholar,  will  be  a  clear  pif^wm^ave  the 
saving  to  the  state  of  $530,400.- — Or  shall  we  look  around 
on  the  rising  generation  to  estimate  its  value  ?  What  per- 
fect forms — whar  sparkling  eyes — what  sprightly  minds 
do  we  see  destined  by  the  hard  grasp  of  poverty,  to  linger 
in  the  dust,  unless  elevated  by  education.  Or  shall  we 
look  around  on  the  aged  to  behold  the  sad  effects  of  the 
want  of  education  ?  See  the  growing  list  of  parishioners 
hanging  on  the  cold  hand  of  frigid  charity !  How  differ- 
ent their  situation  would  have  been,  had  half  the  sums 
which  are  now  given  them  in  alms,  been  bestowed  on  them 
in  an  early  charitable  education  ?  See  the  multiplication 
of  vices  and  crimes  keeping  pace  with  the  declension  of 
learning  in  our  State !  View  the  criminal  hurried  heed- 
lesslv    and   uncalled   for  before   his   God !    bv   those   laws 


164  Walker  s  Report,  1817. 

which  punish,  hut  do  not  prevent  crimes:     What  would 
his  destiny  have  been,  had  his  mind,  in  early  youth,  been 
enlightened  by  the  moral  precepts  of  a  moral  Education  \ 
All  of  which  is  respectfully  submitted  by 

John  M.  Walker., 
one  of  the  Commissioners  on  the  Plan  of  Public  Educa- 
tion. 
December  6th,  1817. 

— Unpublished  Legislative  Documents,  1817. 

Senate  resolution  *»'-!-»■•/• 

to  print  walker's         Tuesday,  December  9,  1817.     Received  from  the  House 

report.  ^  '  ' 

of  Commons  a  report  made  by  John  M.  Walker,  one  of  the 
commissioners  on  the  plan  of  publick  education,  accom- 
panied by  the  following  message  from  the  House  of  Com- 
mons : 

Mr.  Speaker — The  report  on  the  plan  of  publick  educa- 
tion prepared  by  John  M.  Walker,  in  obedience  to  a  reso- 
lution of  the  last  General  Assembly  herewith  sent,  we  pro- 
pose shall  be  printed  for  information,  one  copy  for  each 
member  of  the  General  Assembly. 

The  forgoing  being  read,  Ordered  that  the  following 
message  in  answer  thereto  be  sent  to  the  House  of  Com- 
mons. 

Mr.  Speaker — We  agree  that  the  report  or  plan  of  edu- 
cation proposed  by  John  M.  Walker,  shall  be  printed  for 
information,  one  copy  for  each  member  of  the  General 
Assembly  as  proposed  by  you. 

—Senate  Journal  1811-18,  p.  67. 


5.    MURPHEY'S  BILL  TO  DIFFUSE  KNOWLEDGE. 

Tuesday,  December   16,   1817.     Mr.   Murphey  banded 
in  tbe  following  report : 

Tbe  committee  on  public  instruction,   report   a  bill  to  Senate  committee 

r  x  on  education  m- 

provide  for  the  general  diffusion  of  knowledge,  by  estab-  awn  to  esubiiSi^ 
lishing  schools  in  all  parts  of  the  state  and  recommend  the  schools- 
same  to  be  passed  into  a  law. 
Respectfully  submitted, 

A.  D.  Murphey,  Ch'm. 

The  house  taking  the  foregoing  report  into  consider  a- Bin  introduced, 
tion,  Resolved,  that  they  do  concur  therewith.  Where- 
upon Mr.  Murphey  introduced  a  bill  to  provide  for  the 
general  diffusion  of  knowledge  by  establishing  schools  in 
all  parts  of  the  state ;  which  being  read  was  passed  for  the 
first  reading  in  this  house  and  sent  to  the  House  of  Com 
mons. 

— Senate  Journal,  1817-18,  pp.  88-89. 

Wednesday,  Dec.   17,   1817.     Received  from  the   Sen-  H°use  passes  the 

J  '  Senate  bill  on  first 

ate  the  report  of  the  committee  on  public  instruction  re-  readm&- 
commending  the  passage  of  a  bill  formerly  a  part  of  the 
report,  entitled  a  bill  to  provide  for  the  general  diffusion 
of  knowledge  by  establishing  schools  in  all  parts  of  the 
State.  The  report  was  concurred  with,  and  the  bill 
recommended  read  the  first  time  passed  and  returned  to 
the  Senate  with  the  report.1 

— House  Journal,  1811-18,  p.  69. 


1  There  is  no  further  record  of  this  bill  in  the  journals  of  either 
house.     I  have  not  been  able  to  find  a  copy  of  the  bill.        C.  L.  C. 

165 


6.    FEMALE   BENEVOLENT   SOCIETY   OF   WILMINGTON. 

Wilmington  ISTovr.  7th.  1817 

To  the  Honbl :  the  Senate  and  house  of  Representatives  of 
the  State  of  K".  Carolina 
society  formed  to        Whereas  a  Societv  has  been  established  in  this  place, 

promote  education  «  r 

oth0errphoaorS ohiiJren  hJ  the  name  of  the  "Female  Benevolent  Society  of  Wil- 
mington JST.  Carolina"'  whose  object  is  "to  secure  to  poor 
children  and  destitute  orphans,  a  moral  and  religious,  as 
well  as  a  common  education ;  and  besides  furnishing  with 
such  education,  to  adopt,  support,  and  provide  with  situa- 
tions that  are  useful,  and  not  unfavorable  to  virtue,  such 
children,  as,  in  the  opinion  of  the  Society,  stand  most  in 
need  of  their  patronage." 

Ask  to  be  allowed        And  whereas  they  can  neither  adopt  children,  nor  hold 

to  hold  property  ■/  J- 

and  adopt  children.  flin(js  or  property,  in  a  corporate  capacity,  untill  they  are 
recognized  as  such,  by  law:  they  beg  leave  to  solicit  Your 
Honorable  Body  for  an  act  of  incorporation.  And  your 
Petitioners,  as  bound,  will  ever  pray 

Eliza  Lord  1st  Directress 
Mary  L.  Oeme  Secy. 

— From  Unpublished  Legislative  Documents,  1817. 


166 


7.  LOTTERY  FOR  SMITHVILLE  ACADEMY  REFUSED. 

Whereas  it  is  represented  to  this  General  Assembly  that 
certain  liberal  and  well  disposed  persons  have  subscribed 
sums  of  money  for  the  purpose  of  erecting  a  school  house 
or  academy  at  the  Town  of  Smithville,  and  that  the  sub- 
scriptions would  be  increased  if  it  appeared  probable  that 
an  adequate  fund  for  erecting  a  proper  building  and  sup- 
porting the  same  could  be  raised:  Therefore,  to  encour- 
age an  undertaking  so  laudable,  which  may  be  highly  ben- 
eficial to  the  inhabitants  of  the  county  of  Brunswick,  and 
produce  advantages  more  extensive  hereafter, 

I.  Be  it  enacted  by  the  General  Assembly  of  the  State  Ask  to  raise  88,000 

J  ''by  lottery. 

of  North  Carolina  and  it  is  hereby  enacted  by  the  au- 
thority of  the  same,  That  the  Trustees  of  the  said  Acade- 
my, established  by  the  General  Assembly  and  under  the 
authority  of  the  same,  shall  have  power,  and  they  are 
hereby  permitted  to  raise  the  sum  of  eight  thousand  dol- 
lars  by  a  lottery  or  lotteries  as  they  or  a  majority  of  them 
residing  in  the  counties  of  Brunswick,  Xew  Ha)1. over, 
and  Bladen,  shall  deem  most  proper,  and  that  the  said 
Trustees  or  a  majority  from  the  counties  aforesaid,  being 
present  shall  appoint  seven  commissioners  for  the  purpose 
of  opening  and  completing  a  scheme  or  schemes  of  lottery 
or  lotteries,  calculated  to  raise  the  sums  aforesaid,  in 
which  there  shall  not  be  more  than  two  Blanks  to  a  prize, 
and  the  said  Commissioners  shall  be  managers  of  said  Lot- 
tery and  accountable  for  the  prizes  and  profits  thereof, 
any  three  of  said  commissioners  being  competent  to  Trans- 
act business. 

II.  And  be   it   further    enacted, — That   when    three- When  drawing  to 

begin. 

fourths  of  the  said  tickets  are  sold  the  drawing  of  said 
lottery  shall  commence  under  the  management  of  said 
commissioners,  any  three  of  them  being  present,  they  giv- 
ing thirty  days  notice  in  the  Wilmington  paper  and  one  of 

the  papers  in  the  City  of  Raleigh. 

167 


168  Lottery  Refused,  1817. 

payment  of  prizes.  ijj.  Be  it  further  enacted,  That  all  prizes  shall  be 
paid  in  sixty  days  after  the  drawing  is  finished,  upon  de- 
mand of  the  possessor  of  a  fortunate  ticket;  which  prize 
shall  be  subject  to  a  deduction  of  fifteen  per  cent,  and  if 
such  prize  is  not  demanded  within  six  months  after  the 
drawing  is  finished,  of  which  public  notice  shall  be  given 
in  the  Wilmington  paper  or  one  of  the  papers  in  the  City 
of  Raleigh,  the  same  shall  be  considered  as  relinquished 
for  the  benefit  of  said  Academy ;  and  the  nett  profits  of 
said  lottery  or  lotteries  shall  be  vested  in  the  Trustees  of 
said  Academy,  for  the  use  of  said  Academy,  that  the  said 
Commissioners  shall  fix  the  days  of  drawing  said  lottery 
or  lotteries  except  the  first  day  of  drawing,  which  shall 
commence  as  herein  stipulated. 

SSkSSSSZ  IV-     Be  **  further  enacted,  That  before  the  commis- 

sioners appointed  as  aforesaid  shall  begin  to  act  in  pur- 
suance of  this  law,  they  shall  enter  into  bond  with  security 
to  be  judged  sufficient  by  the  County  Court  of  Brunswick 
County,  for  the  sum  of  eight  thousand  pounds,  payable  to 
the  chairman  of  the  said  Court  and  his  successors,  which 
bond  shall  be  void  on  condition  that  they,  the  Commis- 
sioners appointed  as  aforesaid,  shall  well  and  truly  per- 
form the  Trust  reposed  in  them,  that  is  to  say,  that  they 
will  without  fraud,  delay  or  other  deductions  than  the 
fifteen  per  cent,  therein  prescribed,  pay  to  every  fortunate 
adventurer  in  said  lottery  or  lotteries,  the  prizes  he  or  she 
shall  draw  therein,  in  the  time  before  mentioned  and  fur- 
ther, that  the  said  Commissioners  shall  fully  and  faith- 
fully account  for  all  the  profits  which  shall  arise  from  the 
Lottery  or  Lotteries  aforesaid,  deducting  therefrom,  the 
necessary  expenses  in  six  months  after  the  drawing  of  the 
same  to  the  said  Court  on  the  continuing  the  same,  and 
that  the  said  commissioners  shall  deposit  the  nett  amount 
arising  from  said  lottery  or  lotteries  in  the  Wilmington 
Branch  of  the  State  Bank  of  North  Carolina  subject  only 
to  be  drawn  for  the  use  of  said  academy,  and  by  an  order 


Lotteet  Refused,  1817.  169 

passed  by  the  trustees  of  said  Academy,  a  certified  copy  of 
said  order  shall  be  sufficient  to  authorize  the  Treasurer  of 
said  Academy  to  check  ou  said  Bank  for  the  amount 
therein  stated;  that  a  certificate  from  the  cashier  of  said 
Bank  stating  the  amount  deposited  by  the  Commissioners 
for  the  use  of  the  Academy  shall  be  satisfactory  evidence 
to  the  Court  for 'the  amount  deposited  by  them. 

V.      Be  it  further  enacted,  That  if  the  commissioners  sgj*  ¥*®?  be  ilv  , 

stituteu  to  compel 

appointed  as  aforesaid,  fail  to  perform  any  part  of  the  ^their  duty!8 to 
condition  of  said  Bond,  any  person  aggrieved  by  such  fail- 
ure may  without  assignment  bring  suit  on  said  bond  in 
the  name  of  the  chairman  of  said  Court,  in  any  Court  of 
record  within  this  State  having  cognizance  thereof,  and 
all  such  sums  recovered  thereon  shall  be  to  the  use  of  the 
person  or  persons  who  shall  so  bring  suit,  and  the  said 
Bond  shall  be  lodged  with  the  Clerk  of  the  County  Court 
of  Brunswick  County,  who  shall  keep  the  same  as  part  of 
the  records  of  the  Court  aforesaid. 

In  House  of  Commons  Dec.  18,  1817:     Read  the  first 
time  and  passed. 

In  Senate  Dec.  18,  1817  :     Read  and  rejected.  Rejected. 

— Unpublished  Documents,  1677. 


1818 

1.  GOV.  BRANCH'S  MESSAGE  ON  EDUCATION. 

2.  ASSEMBLY  COMMITTEES  ON  EDUCATION. 

3.  MARTIN'S  BILL  TO  ESTABLISH  SCHOOLS. 

4.  SLAVES  MAY  BE  TAUGHT  TO  READ  AND  WRITE. 


170 


1.    GOV.  JOHN  BRANCH'S  MESSAGE   ON  EDUCATION. 

When  we  reflect  on  the  lethargy  which  has  pervaded  our  ^OTabieto^ction 
state  and  enchained  her  energies  until  a  few  months  past,  !°f'em"frat'ion.est 
and  the  manner  in  which  our  physical  resources  have  been 
suffered  to  lie  dormant  for  the  want  of  a  moderate  portion 
of  energy  in  the  Legislature  to  elicit  and  call  them  into 
action,  and  at  the  same  time  take  into  consideration  the 
extraordinary  excitement  of  public  feeling  at  the  present 
time,  I  am  persuaded  that  with  me  you  will  be  fully  sen- 
sible of  the  more  than  ordinary  responsibility  under  which 
you  are  placed. 

The  impulse  from  public  sentiment  is  too  strong  to  be 
mistaken,  and  requires  only  a  proper  direction  and  organi- 
zation of  the  representatives  of  the  people,  to  arrest  the 
progress  of  emigration,  and  to  render  our  state  in  an  emi- 
nent degree  prosperous,  and  our  citizens  contented  and 
happy. 

In  a  government  like  ours  where  the  sovereiontv  resides  The  people  should 

°  °      J  be  enlightened. 

in  the  people,  and  where  all  power  eminates  from,  and  at  ^na^pnMsSnre- 
stated  periods,  returns  to  them  for  the  purpose  of  being  caSiedtout.ucat1011 
again  delegated,  it  is  of  the  last  importance  to  the  well 
being  and  to  the  existence  of  Government,  that  the  public- 
mind  should  be  enlightened. 

.  *  *  #  -5f  *  vr  * 

Permit  me,  therefore,  to  refer  you  in  a  particular  man- 
ner to  this  solemn  injunction  contained  in  the  Constitu- 
tion of  the  State  of  North  Carolina,  Art.  XLI.  "That  a 
school  or  schools  shall  be  established  by  the  Legislature 
for  the  convenient  instruction  of  youth,  with  such  salaries 
to  the  masters,  to  be  paid  by  the  public,  as  may  enable 
them  to  instruct  at  low  prices,  and  all  useful  learning  shall 
be  duly  encouraged  in  one  or  more  tmiversities." 
'  Let  it  be  recollected  that  by  this  chart  we  are  bound  as  Education  is  a 

subject  ot  highest 

the  servants  of   the    people    under   the    solemnities    of    an  remSfflvem- 

oath,  to  steer  the  vessel  of  state ;   and  when  we  connect  men  ' 

171 


172  Gov.  Branch's  Message,  1818. 

this  imperious  duty  with  the  luminous  and  impressive 
appeals  which  have  been  so  often  made  to  the  Legislature 
for  the  last  year  or  two,  I  apprehend  that  nothing  that  I 
could  add  would  impart  additional  force.  It  surely  will 
not  be  denied  that  it  is  a  subject  of  all  others  in  a  republi- 
can government,  of  the  most  vital  importance :  for  it  is  in 
this  way  and  this  alone,  that  our  Republican  institutions 
can  be  perpetuated,  or  that  radical  changes  can  be  effected 
in  the  morals  and  manners  of  the  people. 

— House  Journal,  1818. 


2,    ASSEMBLY  COMMITTEES  ON  EDUCATION. 

Senate  Committee  on  Education :  William  Martin,  Pas-  senate  committee 

'  on  education. 

quotank ;  Richard    T.  Brownrigg,    Chowan ;  Hodge  Pay- 
burne,  Haywood. 

— Senate  Journal,  ISIS,  p.  10. 

House  Committee  on  Education :     P.  M.  Sanders,  Cas-  House  committee 
well ;   David   F.    Caldwell,   Iredell ;   Willie   P.    Maugum. 
Orange. 

— House  Journal,  1818,  p.  16. 


173 


3.    MAKTIN'S  BILL  TO  ESTABLISH  SCHOOLS. 

Martin's  bin  passes      Saturday,  Dec.  12,  1818.     Mr.  Martin,  from  the  corn- 
first  reading  in  the       _  ...  •  . 
senate  and  is         mittee  on  public  instruction  reported  a  bill  to  establish 

ordered  printed.  r  L 

and  regulate  schools  in  the  several  counties  of  this  state ; 
which  being  read  was  passed  for  the  first  reading  in  the 
Senate  and  sent  to  the  House  of  Commons.  Resolved  by 
the  Senate  that  this  bill  be  printed,  one  copy  for  each 
member  of  this  General  Assembly.     Sent  for  concurrence. 

■ — Senate  Journal,  1818,  p.  61/.. 
Martin's  bin  passes      Monday,  Dec.  14,  1818.     Received  from  the  Senate  the 

the  House.  .  -it-  •  t 

report  ol  the  committee  on  public  instruction,  concurred 
with,  recommending  the  passage  of  a  bill  to  establish  and 
regulate  schools  in  the  several  counties  in  this  State. 

The  report  was  concurred  in  and  the  bill  recommended 
read  the  first  time,  passed  and  returned  to  the  Senate. 

— House  Journal,  18 IS,  pp.  69-70. 
Martin's  bin  passes      Friday,  Dec.   18,   1818.     The   Senate  now  entered  ou 

second  reading  in  u  7 

senate  by  vote  of   the  order  of  the  dav,  when  the  bill  to  establish  and  reau- 

53  to  2,  the  ayes  ■> '  .  o 

corded.es  benig  re~  ^e  schools  in  the  several  counties  in  this  state,  being  read 
and  amended,  and  the  question  was  "shall  this  bill  pass 
for  the  second  reading  in  the  Senate  ?"  upon  which  ques- 
tion the  yeas  and  nays  were  called  for,  and  are  thus : 

For  the  passage  of  the  bill  are  Messrs.  Atkinson,  Albrit- 
ton,  Brownrigg,  Bethnne,  Benton,  Baker,  Bruton,  Boon, 
Hall,  Hill,  Daniel  Jones,  N.  Jones,  Kelly  of  Moore,  Kelly 
of  Camden,  Kenan,  Leonard,  Marshall,  Brown,  Bethell, 
Banner,  Calloway,  Caldwell,  Collins,  Campbell,  Dudley, 
Davis,  Davidson  of  Montgomery,  Davidson  of  Mecklen- 
burg, Dobson,  Eborne,  Felton,  Fisher,  Grist,  Glisson, 
Green,  Gaston,  Murphey,  Martin,  McLeod,  McKinnie, 
O'Kelly,  Phifer,  Pierce,  Payborn,  Reid,  Riddick,  Speight, 
Steed,  Tate,  Tarkenton,  Williams,  Wellborne — 53. 

174 


Martin's  Bill  to  Establish  Schools,  1818.  175 

Against  the  passage  of  the  bill  are  Messrs.  Alston, 
Johnston,  2. 

So  the  bill  was  passed  for  the  second  reading  and  sent 
to  the  House  of  Commons. 

— Senate  Journal,  1818,  p.  82. 

Tuesday,  Dec.  22,  1818.     Received  from  the  Senate  the  Jg£SiSmfieta 
bill  to  establish  and  regulate  schools  in  the  several  coun-  House- 
ties  in  his  state ;  which  was  read  the  second  time,  and  post- 
poned indefinitely. 

— House  Journal,  1818,  p.  98. 

A  Bill  to  establish  and  regulate  Schools  in  the 
Several  counties  of  this  State. 

One  or  more  public 

I.  That  the  Justices  of  the  Several  Courts  of  Pleas  g^SlSStolach 
and  Quarter  Sessions  in  this  State  if  they  shall  deem  it  "omny  ra^-Ct'  by 
expedient  may  at  the  first  court  which  shall  be  holden  in 
their  respective  counties,  after  the  first  day  of  April  next 
or  at  any  subsequent  court,  Seven  Justices  being  on  the 
Bench,  order  and  direct  the  establishment  of  one  or  more 
publick  Schools  in  each  Captain's  District  in  their  said 

Court  to  appoint 

counties  and  appoint  five  persons  of  competent  skill  and  five  directors  of  the 

11  J-  L  school  or  schools 

ability  to  act  as  Directors  of  the  said  Schools ;  which  Di-  in  each  cli*trict- 
rectors  shall  have  charge  and  management  of  the  School 
fund  of  their  espective  counties,  and  shall  continue  in  the 
appointment  for  the  space  of  one  year;  when  the  said 
courts  shall  respectively  renew  their  appointment  or  ap- 
point others  in  their  stead.  And  in  case  the  said  courts 
shall  neglect  to  make  such  appointment  at  the  end  of  the 
year  the  said  Directors  shall  continue  in  their  office,  until 
another  shall  be  made.     A  Majority  of  the  Directors  shall  record  of  proceea- 

,  '  ings  and  render  an 

be  competent  to  act,  and  thev  shall  keep  a  regular  account  account  of  funds 

x  °  to  county  court. 

of  their  proceedings,  and  annually  submit  the  same,  with 
an  account  of  the  state  of  the  school  fund,  and  the  schools 
under  their  charge,  to  their  respective  county  courts.      The 


176  Martin's  Bill  to  Establish  Schools,  1818. 

Directors     shall  meet  together     every    three     months     or 
oftener  if  necessary ;  they  shall  elect  one  of  their  body  to 
act  as  President  thereof,  who  shall  have  power  to  cause  a 
meeting,  whenever  he  may  think  proper. 
Directors  given  II.     Be  it  further  enacted  that  whenever  a  school  house 

power  to  declare 

what  school  houses  shall  be  erected  or  leased  for  the  term  of  two  years  in  any 

shall  be  public  " 

school  houses.        Captain's  District,  the  person  erecting  or  leasing  the  same 
may  make  it  known  to  the  Directors  of  Schools  in  said 
county  and  the  said  Directors  may  acknowledge  the  same- 
Three  trustees  to     as  a  public  School  House ;  and  thereupon  they  shall  ap- 

be  appointed  for  *-  i  j  l 

with  power  to  em- '  P°int  three  discreet  persons  to  act  as  Trustees  of  said 
an°dflxeratesof  school :  which  Trustees  or  a  Majority  of  them  shall  bo 
authorised  to  imploy  a  Teacher  for  the  said  school,  pre- 
scribe rules  and  regulations  for  the  Government  of  said 
School,  the  rates  of  Tuition,  ask  and  receive  the  tuition 
money,  a  regular  account  of  which  they  shall  keep  and 
submit  at  the  end  of  each  year  to  the  Directors  aforesaid. 
Trustees  to  desig-         They  shall  designate  such  poor  children  in  their  neiffh- 

nate  poor  children  ^  °  x  ° 

to  be  taught  free,    bourhood,  as  they  shall  think  ought  to  be  taught  free  of 

any  charge  and  submit  to  the  said  Directors  at  the  end  of 

each  year  a  list  of  their  names  and  ages  as  near  as  may  be. 

salary  of  iioo  a  HI.     Be  it  further  enacted  that  the  Salarv  of  one  Hun- 

year  may  be  paid  u 

ofpubifeCitod.ut  clred  Dollars  may  be  paid  out  of  the  School  Fund  to  the 
Teachers  of  each  of  the  said  schools,  by  the  Directors 
aforesaid,  and  two  thirds  of  the  Tuition  money  shall  also 
be  paid  the  said  Teachers.  The  other  third  shall  be  paid 
by  the  Trustees  of  the  School  to  the  said  Directors ;  and 
the  Teacher  shall  be  bound  to  teach  free  of  any  charge 
such  poor  children  as  the  Trustees  shall  designate. 

Tax  of  as  much  as       IV.     Be  it  further  enacted  that  for  purpose  of  creating 

10  cents  on  e&cli 

$ioo  valuation  and  a  school  Fund  in  each  county  the  Jus'tices  of  the  Court  of 

50  cents  on  each  u 

poii  may  be  levied  Pleas  and  Quarter  Sessions  of  said  countv  may  and  thev 

to  create  a  school  ^  ■>  J    ■  «■ 

fund-  are  hereby  authorized  to  levy  annually  and  cause  to  be 

collected  as  other  Taxes  a  Tax  not  exceeding  fifty  cents 
on  each  poll,  and  ten  cents  on  each  hundred  Dollars  value 
of  real  estate ;  which  money  shall  be  paid  by  the  sheriff 


Martin's  Bill  to  Establish  Schools,  1818.  177 

to  the  county  Trustee ;  and  one  third  of  the  tuition  money 

aforesaid  shall  also  be  paid  over  by  the  Directors  of  the 

public  Schools  in  said  counties  to  the  said  Trustee ;  and 

the  said  monies  shall  be  drawn  in  favour  of  Teachers  of 

Schools  in  said  county  upon  the  order  of  the  President  of 

the  said  Directors. 

V.      Be   it   further  enacted  that   the   Trustees   of   each  Books  and  station- 
ary to  be  furnish- 
school  shall  purchase  Books  and  stationarv  for  the  use  of  ed  poor  children 

1  "  free  by  the  trustees. 

poor  children,  who  are  to  be  taught  free  of  charge,  and  be 
allowed  the  same  in  settlement  of  their  accounts. 

The  committee  on  Public  Instruction  report  the  accom-  Report  of  com- 
paning  Bill,   entitled   a    Bill   to    establish     and    regulate 
Schools  in  the  several  counties  in  this  State,  and  recom- 
mend the  same  to  be  passed  into  a  law. 
Respectfully  submitted, 

13th  Dec.  1818.  W.  Martin,  Chm. 

— From    Unpublished  Legislative  Documents,  1818. 


12 


4.     SLAVES  MAY  BE  TAUGHT  TO  READ  AND  WHITE. 

A  Bill  to  prevent  all  persons  from  teaching  slaves  to 
read  and  write,  the  use  of  figures  excepted. 

Be  it  enacted  by  the  General  Assembly  of  North  Caro- 
lina and  it  is  hereby  enacted  by  the  authority  of  the  same, 
That  any  person  who  shall  hereafter  teach  or  attempt  to 
teach  any  slave  within  this  State  to  read  or  write,  the 
use  of  figures  excepted  shall  be  liable  to  indictment  in  any 
court  of  record  in  this  State  and  upon  conviction  shall  be 
fined  at  the  discretion  of  the  Court  not  less  than  ($50) 
fifty  dollars,  nor  more  than  ($100)  one  hundred  dollars  or 
imprisoned. 

And  be  it  further  enacted,  that  the  Judges  of  the  Supe- 
rior Courts  and  the  Justices  of  the  County  Courts  shall 
give  this  act  in  charge  to  the  grand  Juries  of  their  re- 
spective Courts.1 

Clerk's  entry:  In  House  of  Commons  11th  Deer.  1818 
Read  the  first  time  and  rejected. 

— From   Unpublished  Legislative  Documents,   1818. 


Introduced  by  Wm.  B.  Mears,  of  Wilmington. 


178 


1819 

1.  GOVERNOR  BRANCH'S  MESSAGE  ON  EDUCATION. 

2.  ASSEMBLY  COMMITTEES  ON  EDUCATION. 

3.  SOME  SYSTEM  OF  PUBLIC  EDUCATION  URGED. 

4.  EDUCATION  REPORT  OF  1819. 


179 


Education  of  youth 
claims  pre-emi- 
nence above  all 
other  questions. 


The  schools  are 
languishing. 


1.    GOV.  JOHN  BRANCH'S  MESSAGE   ON  EDUCATION. 

And  in  the  first  place  as  claiming  a  pre-eminence  above 
all  others,  allow  me  to  call  yonr  attention  to  the  subject 
of  education  of  youth,  the  only  durable  basis  of  every- 
thing valuable  for  a  government  of  the  people,  and  to  press 
on  your  attention  the  moral  and  political  obligations  which 
you  are  under,  created  and  imposed  by  the  solemn  injunc- 
tions of  the  Constitution,  to  patronize  and  encourage  a 
general  diffusion  of  knowledge :  for  when  we  advert  to 
the  languishing  condition  of  some  of  our  nurseries  of  sci- 
ence, and  observe  the  apathy  which  prevails  in  regard  to 
their  advancement,  it  becomes  a  subject  of  no  less  aston- 
ishment than  regret.  It  is  the  boast  of  a  republican  gov- 
ernment that  all  men  are  born  equal ;  but  what  is  it  that 
keeps  them  so  ?  On  a  proper  solution  of  this  question  de- 
pends the  perpetuation  of  the  liberties  of  this  and  every 
other  free  government — Let  the  few  monopolize  the  sci- 
ence of  the  country,  and  they  at  once  monopolize  its  sover- 
eignty. 

— House  Journal,  1819. 


180 


2.    ASSEMBLY  COMMITTEES  OX  EDUCATION. 

Senate  Commitee  on  Education:     Benjamin  F.  Haw- senate  committee 
kins,   Franklin ;   Emanuel  Skober,   Stokes ;    Jokn    Owen, 
Bladen. 

— Senate  Journal  1819,  p.  13. 

House  Committee  on  Education:     Richard  E).  Spaight,  House  committee 
Craven;     Micajah     T.     Hawkins,    Warren;    John    Hill,  on  e(3ucation- 
Stokes. 


-House  Journal,  1819,  p.  15. 


LSI 


3.  SOME  SYSTEM  OF  PUBLIC  EDUCATION  URGED. 

Public  sentiment        Education. — Some  exertions  have  been  made  at  former 

favors  the  estab-  .  .     ,      '  .  .  .  .  i  -i  •  i  i< 

lishment  of  public  sessions  oi  the  Legislature  lor  the  establishment  of  a  gen- 

schools.  &  &  . 

eral  system  of  education  throughout  the  State.  There  is, 
we  believe,  a  prevailing  wish  among  the  citizens  of  North 
Carolina,  that  such  a  measure  should  be  adopted — some 
difference  of  opinion,  however,  exists  as  to  the  means  best 
calculated  to  carry  it  into  effect.  Objections  may  be  made 
to  every  plan  that  has  been  proposed ;  and  indeed,  it  is 
somewhat  difficult  to  devise  any  plan  that  shall  be  com- 
pletely adapted  to  every  purpose  that  may  be  exepected  to 
be  embraced  in  a  system  of  education.  The  leading  ob- 
ject is  the  establishment  of  free  schools,  by  which  the 
children  of  the  poor,  as  well  as  the  rich,  may  be  furnished 
with  the  means  of  acquiring,  at  least,  the  rudiments  of 
sparse  population    useful  learning.     A  thin  population,  extended  over  a  large 

renders  any  plans  °  x    x  ° 

ou?CinUiii°  Cartsy     territory,  may,  in  some  parts  of  the  state,  render  the  ap- 
of  the  state.  plication  of  the  system  impracticable;  and  it  may,  per- 

Diversity  of  haps,  be  matter  of  doubt  whether  it  would  be  better  to  ap- 

opinion  as  to  the 

cTschooisSUpport  ProPriate  a  specific  fund  or  a  particular  source  of  revenue 
for  the  support  of  free  schools,  or  whether  it  would  be 
more  expedient  to  endow  the  several  academies  under  the 
stipulation  that  schools  should  be  established  and  main- 
tained by  the  respective  institutions.  These,  however,  are 
minor  considerations,  and  ought  not  to  create  objections 
to  the  principal  question.  The  members  of  the  assembly 
should  first  decide  whether  they  are  willing  to  form  any 
system  for  the  instruction  of  the  rising  generation — it 
may  then  be  proper  to  discuss  the  details  of  its  organiza- 
tion. 

placing- education       If  the  statesman  would  render  himself  useful  to  the 

within  the  reach  tc  i  1        i       •    1    ,  •  c  i  i  ^  f 

of  ail  classes  the     people  lor  whom  he  legislates;  11  he  would  confer  an  1m- 

best  work  of  the  -ii-i  <->  i  •  iiii 

statesman.  portant  and  lasting  benefit  on  their  posterity,  he  should 

be  aware  that  he  cannot  more  certainly,  or  more  effectu- 

182 


Some  System  of  Public  Education  Urged.  183 

ally  promote  his  benevolent  purposes  than  by  placing  the 
means  of  education  within  the  reach  of  all  classes  of  his 
fellow  citizens.      *     *     * 

— From  Blahely   (N.   C.)    Gazette,   copied  in   Raleigh 
Register,  Sept.  10,  1819. 


4.    EDUCATION  REPORT  OF  1819, 


Senate  action  on 
Shober's  report. 


House  action  on 
report. 


Diffusion  of 
knowledge  of  first 
importance. 


Work  of  private 
seminaries. 


Monday,  Dec.  20,  1819 — Mr.  Shober  from  the  commit- 
tee on  that  part  of  the  Governor's  message  respecting  edu- 
cation, made  a  detailed  report;  which  being  read,  was 
concurred  with  by  the  Senate  and  sent  to  the  House  of 
Commons. 

—Senate  Journal,  1819,  p.  89. 

Tuesday,  Dec.  21,  1819. — Received  from  the  Senate 
the  report  of  the  committee  on  that  part  of  the  Governor's 
Message,  respecting  education  praying  to  be  discharged 
from  the  consideration  of  the  subject.  The  question  to 
concur  with  the  report,  was  determined  in  the  affirmative. 

— House  Journal,  1819,  p.  88. 

That  the  committee  to  whom  was  referred  that  part  of 
the  Governor's  message  which  respects  education,  beg 
leave  to  report, 

That  they  have  given  the  subject  that  serious  consider- 
ation which  it  merits;  that  they  are  fully  impressed  with 
the  truth,  that  the  best  and  only  durable  cements  of  Re- 
publican institutions,  consists  in  a  wide  diffusion  of 
knowledge,  and  that  it  behooves  every  citizen  who  has  the 
true  interests  and  glory  of  his  country  at  heart  to  aid  and 
assist  in  this  invaluable  work.  Your  committee  perceive 
with  pleasure,  that  by  individual  exertion,  much  has  been 
done  in  this  great  cause.  Seminaries  of  learning  have 
been  formed  in  various  parts  of  the  State,  others  are  still 
rearing,  where  human  excellence  is  cultivated  with  suc- 
cess ;  and  where  many  a  youthful  mind  has  attained,  and 
many  continue  to  receive  that  impulse  to  noble  and  virtu- 
ous actions,  which  not  only  renders  them  ornaments,  but 
pillars  to  society,  minds  which  perhaps  for  the  want  of 
those  seminaries  would  have  remained  like  marble  in  the 


184 


Education  Report  of  1819.  185 

quarry,  useless  to  the  world  uutil  it  has  received  the  art- 
ist's polish. 

Your  committee  are  convinced,  however,  that  no  system  Liberal  aid  by 

d  state  only  means 

of  education  upon  a  general  principal,  can  succeed  and  *°luJ™m0'ne  general 
flourish,  if  dependent  on  individual  exertion  alone,  and 
that  it  requires  the  strong  and  foetering  hand  of  legisla- 
tive aid.  They  are  satisfied  that  a  parsimonious  policy 
on  the  part  of  the  State,  touching  the  great  subject  of  edu- 
cation is  but  illy  adapted  to  promote  the  true  interest  of 
the  community,  because  they  conceive,  that  without  educa- 
tion, knowledge  which  tends  to  exalt  a  nation  cannot  be 
attained.  The  great  objects  to  which  the  states  of  the 
Union  lend  their  attention,  is  to  establish  Universities; 
where  the  young  men  of  the  country  having  gone  through 
Academical  instruction,  may  finish  their  education.  To 
enable  these  Universities  to  flourish,  it  is  necessary  that 
they  should  all  be  endowed,  and  while  it  gives  a  pleasur- 
able sensation  to  see  states  vie  with  each  other,  to  foster 
and  render  prosperous  their  respective  establishments  it 
creates  a  feeling  far  different  to  see  other  states  treat  their 
nurseries  with  cold  neglect ;  and  it  gives  your  committee 
pain  to  say,   although   it   is   a   melancholy   fact,   that   the  university  has 

o  c    it        i      r*        «!•  i  i-i  i  meagre  support 

State  of  JNorth  Carolina  stands  among  this  latter  class,  from  state. 
True  it  is,  the  state  has  done  something  towards  their  es- 
tablishment, but  your  committee  beg  leave  to  say,  that  in 
their  opinion,  the  State  has  not  done  that  which  consider- 
ing its  wealth,  and  internal  resources,  it  could  do,  which 
has  caused  the  establishment  to  languish  and  drives  the 
youth  of  the  state  in  quest  of  education  elsewhere.  And 
your  committee  cannot  refrain  to  mention,  that  but  for 
individual  aid  and  donations  the  University  of  ISTorth  Car- 
olina would  long  ere  this  time,  have  sunk  into  indigence 
and  want ;  your  committee  fondly  hope,  however,  and  they 
beg  leave  most  earnestly  to  recommend  to  the  legislature 
to  rescue  the  state  from  this  charge,  and  to  induce  it  t..< 
treat  its  offspring,  with  that  paternal  care  which  it  merits. 
Your  committee  are  sensible  that  Primarv  Schools  and 


186 


Education  Report  of  1819. 


No  plan  recom- 
mended. 

School  fund  sug- 
gested. 


Practicable  plan     Academies  should  not  be  neglected,  because  it  is  here  that 

for  primary  schools  ° 

greatly  needed.  ^he  .first  seeds  to  Knowledge  are  sown,  but  no  practical 
plan  presents  itself  to  them,  where  the  state  could  be  of 
direct  aid.  Your  committee  conceive  that  it  should  be  of 
much  importance;  nay,  of  incalculable  benefit,  if  a  prac- 
tical plan  could  be  devised  of  establishing  free  schools,  for 
the  education  of  poor  children,  in  the  different  counties  of 
the  state ;  and  although  several  plans  have  suggested  them- 
selves, excellent  in  theory,  yet  your  committee  deem  it  in- 
expedient at  this  time,  to  recommend  an  experiment.  Your 
committee  beg  leave  further  to  report  that  they  deem  it 
advisable  that  a  fund  should  be  created,  denominated  the 
School  Fund,  which  fund  your  committee  conceive  might 
be  raised  either  by  drawing  it  from  the  lands  lately  ac- 
quired from  the  Cherokee  Indians  or  by  appropriating  a 
part  of  the  stock  holden  by  the  state  in  the  bank,  which 
funds  should  be  placed  in  the  hands  of  a  certain  number 
of  trustees,  to  be  appointed  by  the  General  Assembly,  and 
by  the  trustees  thus  appointed,  vested  in  some  productive 
stock,  and  that  the  profits  arising  from  such  stock  should 
be  applied  to  the  purpose  of  education,  either  by  throwing 
it  to  one  or  more  points,  or  by  distributing  the  same  in 
due  proportion  to  the  counties  generally,  as  the  legislature 
may  from  time  to  time  direct.  Your  committee  conceive 
that  much  good  would  result  from  the  plan  proposed,  and 
would  tend,  if  wisely  managed,  to  a  national  blessing; 
more  particularly  as  it  would  yield  a  benefit  without  cre- 
ating a  burden.  Your  committee,  however,  from  the  late 
period  of  the  session,  and  from  other  reasons  which  they 
will  not  detail,  refrain  from  introducing  a  digested  plan 
by  bill.  And  submitting  these,  their  views,  they  beg  leave 
to  be  discharged,  etc.,  etc. 

Em'l.  Shober,  Chairman. 
In  Senate,  Dec.  20th,  1819. 

Read  and  resolved  that  this  House  concur  therewith. 

B.  Yancey,  S.  S. 
— Senate  Journal,  1819-20,  p.  119. 


1820 

1.     POPULATION  OF  THE  PRINCIPAL  TOWNS. 


187 


1.    POPULATION  OF  THE  PRINCIPAL  TOWNS. 

New  Bern.            Whites    1475 

Slaves    1920 

Free  coloured   268 

Total    3663 

Fayetteville.          Whites    1918 

Slaves    1337 

Free  coloured    277 

Total    3532 

Ealeigh.                 Whites 1177 

Slaves    1320 

Free  coloured    177 

Total    2674 

Wilmington.          Whites    1098 

Slaves 1433 

Free  coloured   102 

Total    2633 

Edenton.                Whites 634 

Slaves    860 

Free  coloured   67 

Total    1561 

Salisbury.             Whites    743 

Slaves    477 

Free  coloured    14 

Total    1234 

188 


Population  of  Principal  Towns,  1820.  189 

Washington.  Whites    474 

Slaves    517 

Free  coloured   43 

Total    1031 

— Census  1820,  in  Raleigh  Register,  Aug.  17.  1821. 


1821 

1.     INCORPORATION  FOR  BAPTIST  CHURCH  TRUSTEES  REFUSED. 


190 


1.    INCORPORATION   FOR  BAPTIST  CHURCH  TRUSTEES 
REFUSED. 

A  Bill  to  incorporate  the  Trustees  of  the  Baptist  Church 
in  the  Town  of  Washington : 

Be  it  enacted  by  the  General  Assembly  of  the  State  of 
ISTorth  Carolina  and  it  is  hereby  enacted  by  the  authority 
of  the  same.  That  Jeremiah  Martin,  Thomas  D.  Mason, 
Jonathan  Haven,  Henrv  Clark  and  Jeremiah  Ligsret,  and 
their  successors  be  and  they  are  hereby  constituted  and 
declared  to  be  a  body  politic  and  corporate,  to  be  called 
and  known  by  the  name  and  style  of  the  Trustees  of  the 
Washington  Baptist  Church,  and  they  are  hereby  vested 
with  all  the  powers  and  authorities  which  are  given  to  re- 
ligious societies  or  congregations  of  every  denomination 
and  also  by  another  act  passed  in  the  year  1809,  entitled 
an  Act  to  amend  an  act  passed  in  the  year  1796,  entitled 
an  act  to  secure  property  to  religious  societies  or  congrega- 
tions of  every  denomination,  any  law  to  the  contrary  not- 
withstanding. 

Engrossed  and  Examined. 

In  House  of  Commons  Dec.  21,  1821:  Read  and  in- 
definitely postponed. 

— Unpublished  Documents,  1821-22.. 


191 


1822 

1.  GOV.  HOLMES'  MESSAGE  ON  EDUCATION. 

2.  ASSEMBLY  COMMITTEES  ON  EDUCATION. 

3.  PROPOSED  SUBSIDY  FOR  ACADEMIES. 

4.  TEACHERS  AND  STUDENTS  MUST  PERFORM  PUBLIC  DUTIES 

5.  APPROPRIATION  OF  PUBLIC  LANDS  FOR  EDUCATION. 

6.  WORK  OF  RALEIGH  FEMALE  BENEVOLENT  SOCIETY. 


192 


1.  GOV.  GABRIEL  HOLMES'  MESSAGE  OX  EDUCATION. 

I  would  mention  one  defect  which  appears  to  me  to  Education  in 

,,.,-■  .  „  ,.  -,.-,      agriculture  much 

exist  generally  in  the  education  of  our  young  men  01  lib-  neglected, 
eral  advantages :  they  know  little  or  nothing  of  agriculture 
and  are  not  taught  to  hold  it  in  proper  estimation.  The 
consequence  is  that  they  nearly  all  devote  themselves  to 
the  learned  professions,  and  leave  the  calling  of  husband- 
ry, equally  as  respectable  and  more  useful,  to  those  whom 
they  consider  as  their  inferiors.  By  this  defect  and  these 
consequent  mistaken  notions,  we  lose  the  talents  and  influ- 
ence of  many  a  young  man,  who  lags  and  withers  in  one 
of  the  professions,  when  he  might  be  an  ornament  and 
guide  in  the  quiet  walks  of  agriculture,  and  constitute  one 
of  that  most  excellent  and  useful  class  of  society,  good 
citizens.  It  is  truly  melancholy  to  witness  the  crowd  and  Thp  learned 
drones  that  hang  upon  the  rear  of  the  learned  professions,  ^L°inVom™tents 
burthens  to  themselves  and  burthens  to  society,  because 
they  are  useless ;  and  many  of  them — perhaps  I  might- 
say  a  large  majority — men  of  talents,  but  unhappily  mis- 
applied. I  trust,  if  they  are  beyond  the  saving  influence 
of  the  Legislature,  that  you  have  it  still  in  your  power  to 
prevent  this  accumulation,  and  to  diffuse  the  talents  of 
our  state  into  more  extensive  usefulness.      Should  the  Leg-  , 

°    Any  system  of 

islature  ever  practically  unite  in  the  important  truth,  that  notnegiect'aeri3 
it  is  of  the  last  moment  to  the  stability  and  security  of  subject 'shoufd  be 
our  republican  institutions,  that  all  kinds  of  useful  knowl-  the  university. 
edge  should  be  extended  to  our  youth,  the  poorest  as  well 
as  the  richest,  it  is  to  be  hoped  that  they  will  not  overlook 
the  article  of  agriculture ;  and  in  the  present  flourishing 
state  of  our  University,  when  its  wealth  has  received  such 
an  addition  of  western  lands,  its  number  of  students  such 
an  increase,  its  buildings  receiving  such  improvement  and 
extension,  and  its  able  faculty  and  trustees  are  so  zeealous 
and  indefatigable  in  raising  its  reputation,  and  extending 
the  sphere  of  its  usefulness,  it  appears  to  be  an  auspicious 
13  193 


194  Gov.  Holmes  on  Education. 

period  to  introduce  the  subject  of  agriculture  within  its 
walls,  and  lend  it  your  aid  ?  Were  you  even  to  de  vote  a 
considerable  sum  of  money  to  this  purpose,  how  manifold 
would  be  the  interest  which  the  people  would  receive  in  its 
advantages  ?  Young  men  of  liberal  education  would  leave 
our  University  with  proper  ideas  of  the  dignity  and  use- 
fulness of  agricultural  avocations,  and  with  much  useful 
knowledge  relating  thereto.  They  would  go  into  the  dif- 
ferent parts  of  the  state,  and  devote  themselves  to  agricul- 
ture, and  associate  into  societies  with  men  of  more  limited 
opportunities  where  their  knowledge  and  influence  would 
be  widely  diffused,  and  give  a  life  and  vigor  to  agricul- 
ture, of  which  one  can  easily  form  some  conception.  But 
I  would  not  have  you  suppose  that  this  subject  is  alto- 
chemistry  and        gether  neglected  in  our  University.     We  have  there  a  pro- 

rnmeralogy  already  ~  ~  d  r 

sftyglsubjects  In-  fessorshij)  of  chemistry  and  mineralogy,  which  bear  an  in- 
w^h^icuuure1.601  timate  relation  to  agriculture,  and  it  gives  me  much  pleas- 
ure to  state,  that  I  have  been  informed  that  the  gentleman 
who  has  charge  of  that  department  of  instruction,  takes  a 
lively  interest  in  the  improvement  of  the  agriculture  of 
the  country,  and  devotes  a  part  of  his  course  of  lectures  to 
that  subject  alone,  and  loses  no  opportunity  of  imparting 
to  his  pupils  every  article  of  knowledge  which  will  be  of 
service  in  the  business  of  life.  I  am  happy  that  I  have 
it  in  my  power  to  make  known  the  fact,  that  our  Univer- 
sity is  not  confined  to  those  studies  which,  though  of  the 
highest  importance  in  a  liberal  education,  have  no  imme- 
diate relation  to  the  concerns  of  life.  *  *  * 
u Jee/ui  fcarnfng  With  regard  to  education,  although  we  have  been  con- 

couraged!36611  sidering  an  important  part  of  it,  you  are  by  no  means  to 
stop  here.  Our  constitution  has  made  it  your  duty  to  en- 
courage and  promote  every  kind  of  useful  learning.  Its 
wise  and  patriotic  framers,  who  were  about  to  burst  from 
the  thralldom  of  oppression,  and  who  were  sensible  of  the 
enslaving  influence  of  ignorance,  ordained  it  to  be  their 
own  duty  and  the  duty  of  their  sons,  to  whom  they  were 


Gov.  Holmes  on  Education.  195 

soon  to  bequeath  the  inestimable  legacy  of  freedom,  to  dif- 
fuse learning  among  the  people — and  they,  no  doubt, 
looked  forward,  in  pleasing  contemplation,  to  the  period 
when  their  posterity  should  have  schools  and  academies 
erected  among  them ;  when  knowledge,  at  least  of  the  more 
ordinary  and  indispensable  kind,  should  be  within  the 
reach  of  the  child  of  the  poorest  citizen — when  all  useful 
knowledge  should  be  duly  encouraged  and  promoted — the 
people  acquainted  with  their  rights,  sensible  of  their  na- 
tional blessings,  and  therefore  determined  to  perpetuate 
their  institutions ;  and  to  keep  the  soil  which  their  fathers 
had  purchased  with  their  blood  and  treasure,  the  land  of 
freedom  and  the  asylum  of  the  oppressed.  I  fear,  gentle- 
men, if  those  venerable  fathers  were  to  rise  from  their  to™edonfto|ut 

-i  .  i  -,  -,  ■■  . .  -.  .  -,  education  within 

tombs,  tney  would  reproach  us  with  supmeness  and  neg- the  reach  of  an. 
lect,  and  would  not  listen  to  our  plea  of  want  of  power. 
We  shall  never  know  what  power  we  have  until  we  exert 
it ;  and  it  holds  in  political  as  well  as  in  physical  strength, 
that  it  is  increased  by  exercise.  To  all  these  subjects  then, 
which  appear  to  me,  I  am  sure,  in  far  more  important 
light  than  my  limits  or  language  will  allow  me  to  express, 
let  us  give  heed,  and  timely  heed.  Let  us  do  something, 
however  little, — it  may  prove  in  time  as  a  grain  of  mus- 
tard seed. 

— House  Journal,  1822. 


2.    ASSEMBLY  COMMITTEES  OIY  EDUCATION. 

House  committee        House  Committee  on  Education:     Augustin  H.   Shep- 

on  education.  °  1 

perd,  Stokes ;  Charles  Fisher,  Rowan ;  James  Graham, 
Rutherford ;  Nathaniel  Gordon,  Wilkes ;  Robert  Jeter, 
Granville ;  Thomas  Clancy,  Hillsborough ;  T.  1ST.  Mann, 
Nash ;  Lawrence  Cherry,  Martin ;  Henry  Elliott,  Chow- 
an; E.  E.  Graham,  Newbern;  Stephen  Smith,  Wayne; 
Richard  Wooten,  Columbus ;  George  Blair,  Jr.,  Edenton ; 
S.  Sidbery,  New  Hanover;  Duncan  McLaurin,  Rich- 
mond ;  John  Gilchrist,  Robeson. 

— House  Journal,  1822. 

Senate  Committee  on  Education: 

[I  have  not  been  able  to  find  a  list  of  the  Senate  mem- 
bers of  the  committee  on  education  for  1822.  The  Senate 
Journal  for  1822  and  the  Raleigh  Register  and  other 
sources  have  been  examined.  The  copy  of  the  Senate 
Journal  for  1822,  belonging  to  the  State  Library,  is  muti- 
lated. The  Raleigh  Register  for  1822  is  partly  missing. 
C.  L.  C] 


196 


3.    PROPOSED  SUBSIDY  FOR  ACADEMIES. 

On  motion,  Resolved.  That  the  committee  on  Education  Taxes  on  sales  at 

'  auction  to  be 

be,  and  they  are  hereby  instructed  to  inquire  into  the  in-  devoted  to  acade- 
expediency  of  appropriating  the  sum  raised  in  each  of  the 
towns  of  this  state  by  taxes  on  sales  at  auction,  to  increase 
the  funds  of  such  seminaries  of  learning  as  may  exist  in 
such  towns  severally ;  and  that  they  report  by  bill  or  other- 
wise. 

■ — House  Journal,  1822,  p.  156. 


4.     TEACHERS  A1VD  STUDENTS  MUST  PERFORM  PUBLIC 

DUTIES. 

Teachers  and  stu-  *      -r»-n  mi  ioii  <•    -r*    • 

dents- to  be  exempt      A  Bill  to  exempt   Teachers   and   Students  of   Private 

from  duties  to  the  x 

pubiic.  Seminaries  from  the  performance  of  public  duties. 

Be  it  enacted  by  the  General  Assembly  of  the  State  of 
North  Carolina  and  it  is  hereby  enacted  by  the  authority 
of  the  same,  That  the  teachers  and  students  of  private 
Seminaries  for  the  time  being,  be  and  they  are  hereby  ex- 
empt from  the  performance  of  public  duty :  Provided, 
that  nothing  herein  contained,  shall  be  so  construed  as  to 
exempt  them  from  duty  at  general  reviews  nor  from  being 
called  out  in  case  of  insurrection  or  other  emergencies. 

Clerk's  entries:  In  House  of  Commons  7  Deer.  1822: 
read  the  first  time  and  passed. 

In  House  of  Commons  16  Dec.  1822:  read  the  second 
time  and  postponed  indefinitely. 

— Unpublished  Legislative  Documents,  1822. 


198 


5.    APPROPRIATION  OF  PUBLIC  LANDS  FOR  EDUCATION. 

REPORT  OF  THE  COMMITTEE 

To  whom  was  referred,  the  Reports  and  Resolutions  of  Preliminary  re- 

x  marks. 

the  Legislatures  of  Maryland  and  New-Hampshire ;  and 
the  proceedings  in  tne  Senate  of  the  United  States,  rela- 
tive to  the  appropriations  of  Public  Lands,  for  the  purpose 
of  Education;  made  to  the  Legislature  of  North-Carolina, 
Dec.  1821. 

The  Committee,  to  whom  was  referred  that  part  of  the 
Governor's  Message  which  relates  to  the  reports  and  reso- 
lutions of  the  Legislatures  of  Maryland  and  New-Hamp- 
shire, and  the  proceedings  in  the  Senate  of  the  United 
States,  relative  to  appropriations  of  public  land  for  the 
purpose  of  education,  respectfully  Report : 

That  thev  have  given  the  subject  all  the  attention  and  importance  of  edu- 

_    c  _  cation  in  a  free 

consideration  which  their  time  and  opportunities  would  government, 
admit.  Your  committee  are  deeply  impressed  with  the 
importance  of  education  and  the  general  diffusion  of 
knowledge.  In  a  government  which  depends  on  the  pub- 
lic will,  where  the  sovereign  power  is  vested  in  the  people, 
and  where,  by  the  frequent  recurrence  of  elections,  our 
citizens  are  periodically  and  frequently  calleel  upon  to  dele- 
gate certain  portions  of  that  sovereignty  which  is  inhe- 
rent in  them,  it  is  almost  as  important  that  they  should 
know  their  rights,  as  that  they  should  -possess  them.  With- 
out this  knowledge,  they  too  often  become  the  elupes  of 
intrigue  and  the  unconscious  instruments  of  faction. 

Your  committee  view  with  pride  the  rapid  progress  j^cademYes186 
which  North-Carolina  has,  of  late,  made  in  knowledge  and 
science.  Within  the  last  twenty  years  academies  have 
been  established  by  individual  subscriptions  and  indi- 
vidual exertions  in  almost  every  county  in  the  state.  At 
these  seminaries,  by  the  generous  exertions  of  their  found 
ers  and  patrons,  thousands  of  youth,  of  both  sexes,  are  in- 

199 


200  Public  Lands  and  Education. 

» 
structed  in  the  subordinate  branches  of  science,  and  quali 

tied  for  the  ordinary  business  of  life. 

Many  graduates  of       Our  University,  too,  is  annually  sending  forth  gradu- 

university  engaged  .  ,  °     ■;.  ° 

in  teaching  and     ates,  who  generally  embark  in  the  business  of  instruction, 

other  professions.  '  D  ".  ' 

or  in  some  of  the  learned  professions.  Many  of  them 
are  now  distinguishing  themselves  in  their  several  call- 
ings, and  some  are  doing  honor  to  the  legislative  councils 
of  the  state.  The  effect  of  the  establishment  of  these  in- 
stitutions has  been  to  give  to  the  people  of  the  state  a 
more  expanded  and  liberal  view  of  her  policy. 
Every  intelligent         Xhe  subject  of  Internal  Improvement,  once  thought  to 

man  now  favors  J  r  ?  o 

ments.al  mprove~  be  impracticable  and  visionary,  now  meets  with  a  friend 
in  every  man  of  intelligence.  The  question  now  is,  how 
shall  we  best  render  navigable  our  rivers,  and  open  and 
improve  our  roads  ?  How  shall  we  lessen  our  dependence 
on  the  adjacent  states,  and  best  avail  ourselves  of  the  ad- 
vantages which  nature  has  given  us  ?  Our  criminal  code, 
once  sanguinary  and  bloody,  has  become  mild  and  just; 
our  citizens  have  become  more  civilized  and  refined,  and 
North-Carolina  begins  to  have  a  just  sense  of  what  is  due 
her  own  character  and  standing  as  a  member  of  the  Union. 

only  a  few  able  to        Your  committee  regret,  while  advantages  have  been  thus 

send  children  to  °  ° 

univ^rsiTv y  °r  the  afforded  to  men  of  property  and  fortune  of  educating 
their  children,  that  the  State,  on  her  part,  has  not  made 
corresponding  efforts  to  establish  primary  schools,  where 
the  poor  could  have  an  opportunity  of  educating  their 
children.  The  number  who  have  the  means  of  sending 
their  children  to  an  academy,  or  to  the  University,  is  com- 
paratively small ;  and  your  committee  apprehend,  that 
while  the  efforts  of  the  liberal  and  the  more  wealthy  to 
establish  these  seminaries  may  have  given  to  their  chil- 
dren advantages  which  they  did  not  before  possess,  that 
it  may  have  had  the  contrary  effect  upon  the  poorer  classes 
of  the  community. 

The  population  of  North-Carolina   is  so  thin,   that   in 
most  parts  of  the  state,  it  requires  the  whole  of  a  neigh- 


Public  Lands  and  Education.  201 

i 

borhood  to  find  employment  and  afford  the  means  of  pay-  population  sparse; 
ing  neighborhood  teachers.     Where  the  means   exist,   as  neglected, 
those  who  are  most  engaged  in  the  canse  of  education  gen- 
erally send  their  children  to  some  Academy,   or  to  the 
University,  the  balance,  not  so  justly  appreciating  the  im- 
portance of  the  subject,  suffer  it  to  remain  neglected  for 
the  want  of  suitable  persons  to  give  an  impulse  to  their 
exertions.      The   establishment    of   primary    free     schools. . 
where  the  poor  as  well  as  the  rich  can  have  an  opportunity 
of  instructing  their  children  in  the  rudiments  of  an  Eng- 
lish education  is  certainly  "a  thing  devoutly  to  be  wished 
for"  by  every  friend  of  his  country. 

Your  Committee,  however,  in  the  present  embarrassed  Primary  schools 

can  not  be  estab- 

condition  of  the  country,  would  despair  of  this  State,  listed  by  taxation 
without  any  fund  at  its  disposal,  except  what  is  collected 
by  taxes  from  the  people,  being  able  to  do  any  thing 
effectual  upon  this  subject,  were  it  not  for  the  claim  which 
North-Carolina  has  upon  the  general  government  for  an 
appropriation  of  public  lands  for  the  purposes  of  educa-  Appropriation  of 
tion.  This  claim  is  not  a  new  one  on  the  part  of  North-  ^rant^bVunited 
Carolina.  The  subject  was  brought  before  the  Legisla-  btates- 
ture  at  a  former  session,  which,  by  joint  resolution  of  both 
Houses,  instructed  their  Senators,  and  requested  their 
Representatives,  in  Congress  from  this  State  to  urge  the 
right  of  North  Carolina,  to  participate  in  the  appropria- 
tions of  Public  Lands  for  the  purpose  aforesaid,  in  just 
proportions  to  what  had  been  granted  to  the  new  states. 
This  claim  the  Senate  of  the  United  States  thought  it  in- 
expedient to  grant.  Your  Committee  are,  however,  grati- 
fied that  the  subject  has  of  late  been  much  canvassed  by 
the  old  States ;  particularly  by  Maryland  and  New  Hamp- 
shire, and  that  there  is  reason  to  believe  that  they  are  dis- 
posed, through  the  medium  of  their  representation  in  Con- 
gress, to  assert  their  rights  to  share  in  the  benefits  of  these 
appropriations. 

Your  committee  do  not  consider  it  important  to  enter 


202  Public  Lands  and  Education. 


The  land  discus-      minutely  into  the  discussion  of  the  question  made  in  the 

sion.  J  L 

Maryland,  and  assented  to  in  the  New-Hampshire  Report, 
whether  previous  to  the  several  cessions  which  have  been 
made  to  the  general  government,  the  non-ceding  states 
were  in  justice  entitled  to  participate  in  the  extensive  back 
country  which  then  formed  a  part  of  the  states,  which 
have  since  made  such  large  cessions  to  the  United  State?  : 
because  they  cannot  see  how  it  can  be  made  to  have  any 
bearing  upon  the  main  question.  If,  however,  they  were 
to  express  an  opinion,  it  would  be  unfavorable  to  1he  claim 
then  set  up  by  the  minor  states. 

The  war  of  the  revolution  was  a  war  of  defence,  not  of 
conquest.  The  States,  from  a  sense  of  individual  weak- 
ness, associated  together  for  their  mutual  safety,  in  the 
character  of  States,  having  certain  chartered  limits,  which 
were  recognised  as  their  respective  boundaiies.  for  the 
purpose  of  protecting  the  persons  and  property  of  their 
citizens  from  the  exactions  of  arbitrary  power,  and  of  de- 
fending the  unalienable  rights  of  man.  It  never  was  un- 
The  public  lands    derstood,  or  even  contemplated,  that  the  war  was  to  be 

do  not  belong  to  a  ,  ...  ,,  .  -,  T 

few  states.  waged  lor  the  acquisition  of  territory.     JNo  such  motives 

ever  actuated  the  citizens  of  the  United  States.  It  is  a 
novel  idea  to  your  Committee  that  two  or  more  States, 
engaged  in  a  war  on  the  same  side,  impelled  by  the  same 
motives,  because  they  are  successful,  can  be  said  to  be  en- 
titled to  any  portion  of  each  other's  teritory  by  right  of 
conquest.  The  victory  which  is  achieved  is  over  the  com- 
mon enemy,  but  the  conquest,  it  seems  is  over  each  other. 
Under  the  articles  of  confederation,  the  States  were  sov- 
ereign to  all  intents  and  purposes.  The  consideration 
was  only  a  strict  alliance  for  purposes  of  mutual  safety 
and  defence. — When,  therefore,  Great  Britain  acknowl- 
edged our  independence,  it  was  as  separate,  sovereign  and 
independent  States. 

Again,   conquest   implies  the    acquisition  of    territory. 
No  one  state  in  the  Union  acquired  any  territory  by  the 


Public  Lands  and  Education.  203 

war.      Each  remained  within  its  former  chartered  limits.  Cession  of  Tennes- 
see to  United 
The   larger   States,   however,  have  now   parted  with   any  states. 

right  they  formerly  had  in  the  lands  they  have  ceded,  and 
the  other-  states,  through  their  representation  in  Congress, 
have  admitted  that  the  right  was  in  the  ceding  States,  by 
accepting  their  cessions  upon  the  conditions  and  qualifi- 
cations contained  in  the  several  cession  acts.  In  1789  the 
General  Assembly  of  North-Carolina  passed  an  act,  ceding 
all  that  tract  of  country,  which  now  constitutes  the  State 
of  Tennessee,  to  the  United  States.  As  it  regards  the 
claim  of  North-Carolina  to  the  territory  over  which  she 
then,  and  previous  to  that  time,  had  exercised  jurisdic- 
tion, there  can  he  no  question.  Her  boundaries  had  never 
been  defineel  by  any  charter  subsequent  to  her  own ;  her 
claim,  there,  rested  upon  as  firm  a  basis  as  the  claim  of 
Maryland  to  the  territory  over  which  she  now  exercises 
jurisdiction.  The  act  of  cession  has  the  following  pre- 
amble:    "Whereas,  the  United  States,  in  Congress  assem-  Lands  in  Tennessee 

ceded  to  aid  in  pay- 
bled,  have  repeatedly  and  earnestly  recommended  to  the  in?debt  ofrev°- 

1  "  lution. 

respective  States  in  the  Union  claiming  or  owning  Western 
Territory,  to  make  cessions  of  part  of  the  same  as  a  fur- 
ther means  as  well  of  hastening  the  extinguishment  of  the 
debts  as  of  establishing  the  harmony  of  the  Unite-el  States 
and  the  inhabitants  of  the  said  Western  Territory,  being 
also  desirous  that  such  cessions  should  be  made,  in  order 
to  obtain  a  more  ample  protection  than  they  have  hereto- 
fore received.  Xow  this  State  being  ever  desirous  of 
doing  ample  justice  to  the  public  creditors,  as  well  as  the 
establishing  the  harmony  of  the  United  States,  and  com- 
plying with  the  reasonable  desires  of  her  citizens :  Be 
it,"  kc.  Which  shows  very  clearly  the  temper  of  the  peo- 
ple at  that  time.  It  was  soon  after  the  close  of  the  revo-  £f people  of°Nortti 
lutionary  struggle,  when  the  States,  having  each  their  Carolma- 
quota  of  public  debts  to  pay,  and  having  no  surplus  fund, 
that  is  to  say,  the  smaller  States,  when  public  and  private 
confidence  were  in  a  great  measure  shaken,  the  creditor 


204  Public  Lands  and  Education. 

was  apprehensive  of  the  loss  of  his  debts,  and  the  people 
were  oppressed  by  the  burthen  of  the  taxes  imposed  to 
defray  the  ordinary  expenses  of  government,    and  borne 
down  under  the  weight  of  debts  already  contracted. 
„  ,,.   ,     ,  ,  These  circumstances  gave  rise  to  much  discontent  and 

Public  lands  by  o 

th^stafe^fouoa  complaint,  and,  no  doubt  to  the  pretended  claim  on  the 
part  of  the  minor  States,  to  participate  in  the  Western 
Lands  belonging  to  other  States.  It  was  certainly  gener- 
ous and  may  have  been  politic,  in  those  States  to  make 
large  cessions  to  the  Union,  for  the  purpose  of  securing 
the  payment  of  the  public  debt,  restoring  harmony  to  the 
people  of  the  different  States,  and  gratifying  the  wishes  of 
a  part  of  their  respective  citizens,  who  were  anxious  to  set 
up  for  themselves.  It  is  no  less  certainly  the  duty  of 
Congress  to  see  that  this  magnanimous  act  of  generosity 
be  not  abused,  and  the  fund  which  was  intended  for  gen- 
eral, applied  to  local  purposes.  The  act  also  contains  this 
provision:  "That  all  the  lands  intended  to  he  ceded  by 
virtue  of  this  act,  to  the  United  States  of  America,  and 
not  appropriated  as  before  mentioned,  shall  be  considered 
as  a  common  fund  for  the  use  and  benefit  of  the  United 
States  of  America,  North-Carolina  inclusive,  according  to 
their  respective  and  usual  proportion  in  the  general  charge 
and  expenditure,  and  shall  be  faithfully  disposed  of  for 
that  purpose,  and  for  no  other  use  or  purpose  whatever." 
Language  could  not  have  expressed  the  intention  of  the 
Legislature  more  plainly,  or  placed  the  claim  of  those 
States,  which  have  not  yet  received  appropriation,  upon  a 
firmer  basis.  The  acts  of  cession  of  other  States  contain 
similar  provisions, 
congress  ought  to  Your  committee  have  too  an  exalted  opinion  of  the  Con- 
state. ai  a  e  gress  of  the  U.  States,  to  believe  that  however  much  they 
may  doubt  "the  expediency  of  making  appropriations  for 
the  benefit  of  the  old,  corresponding  with  those  already 
made  for  the  new  States,"  they  can  hesitate  for  a  moment 
to  redeem  the  plighted  faith  of  the  nation,  and  perform 
the  very  conditions  upon  which  the  cessions  were  made. 


Public  Lands  and  Education.  205 

Your  committee  gave  no  additional  force  to  the  reason- 
ing contained  in  the  reports  to  the  Legislature  of  the 
States  before  mentioned,  to  show  the  justice  of  the  claims 
of  the  non-ceding  States  to  be  allowed  appropriations  pro- 
portionate to  those  already  granted  to  the  new  States ;  and 
they  admit  the  claim  of  those  States,  which  have  made  the 
largest  cessions,  are  placed,  by  the  several  acts  upon  the 
subject,  on  the  same  footing,  except,  perhaps,  that  there  411  tne  states  n.lve 
may  be  more  equity  in  the  claim  of  the  ceding  States,  in-  landsrfLou&iana 
asmuch  as  they  have  made  the  contract,  and  paid  the  con-  finds.6 
sideration  upon  which  the  benefit  of  the  stipulations  con- 
tained in  the  several  cession  acts,  have  been  guaranteed  to 
them.  There  can  be  as  little  doubt  of  the  right  of  all  the 
States  to  share  the  advantages  which  have  resulted  from 
the  purchase  of  Louisiana,  and  the  Indian  title  to  the 
Public  Lands,  as  they  were  paid  for  with  money  drawn 
from  the  Treasury  of  the  IT.  States,  in  the  proportion  that 
they  have  contributed  towards  the  same.  As  that  might 
be  a  difficult  matter  to  ascertain,  perhaps  no  better  mode 
can  be  devised  than  the  one  suggested  by  the  Maryland 
Committee-,  the  ratio  of  square  miles. 

Your  committee  are   satisfied  that  the   statement   and  a  calculation 

showing  amount 

calculation  made  in  the   Maryland    report    are     correct,  of  public  lands. 
That  the  amount  of  unappropriated  Public  Lands  is  four 
hundred  millions  of  acres.     The  total  amount  necessary  to 
do  justice  to  those  States,  which  have  not  yet  had  any  ap- 
propriation made  in  their  favour,  is  9,370,760  acres,  or 
something  less  than  2  1-2  per  cent  upon  the  whole  amount. 
That  the  amount  already  appropriated  for  literary  pur- 
poses, and  which  will  be  appropriated,  if  the  system  here- 
inbefore adhered  to  for  the  benefit  of  the  new  States  and 
Territories,  is  14,576,569   2-3  acres.      Xorth   Carolina  is 
entitled  to  an  appropriation  of  980,666  acres,  which,  at 
two  dollars  per  acre,  would  amount  to  the  sum  of  $1,961,-  calculation  show- 
332.      Two  dollars  per  acre  being  something  less  than  the  cnafonnaeinftherth 
average  price  for  which  government  lands  have   sold,   it  pu  1C  an  s- 


206 


Public  Lands  and  Education. 


What  this  would 
enable  state  to  do 
for  education. 


Appropriation 
already  made  ap- 
plauded, partiality 
condemned. 


Maryland  report 
approved. 


New  Hampshire 
report  quoted. 


would  be  fair  to  estimate  the  claim  of  North-Carolina  at 
$2,000,000 ;  the  interest  upon  that  sum  would  be  $120,000 
per  annum,  which  divided  equally  among  the  counties  in 
the  State,  would  make  the  sum  of  $1,933.70  per  annum, 
to  each  county.  $120,000  per  annum,  divided  among  all 
the  different  counties  in  the  State,  according  to  their  re- 
spective population  and  wants,  judiciously  managed,  would 
enable  the  Legislature  to  establish  schools  to  a  consider- 
able extent,  in  each  county.  The  means  of  obtaining  edu- 
cation would  thus  be  brought  home  to  the  doors  of  every 
individual,  and  the  poor,  as  v^ell  as  the  rich,  could  avail 
themselves  of  the  advantages  of  a  fund  so  wisely  appro- 
priated. 

Your,  committee  applaud,  rather  than  condemn,  the  ap- 
propriations already  made,  and  all  they  ask  is,  that  Con- 
gress will  make  them  general,  not  partial,  that,  that  which 
is  expressly  stipulated  to  be  a  common  fund,  for  the  com- 
mon benefit  of  all  the  States,  shall  not  be  applied  exclu- 
sively for  the  benefit  of  any  particular  State  or  section  of 
country. 

Your  committee,  from  every  consideration  which  they 
have  been  able  to  give  the  subject,  cordially  concur  with 
the  sentiment  expressed  in  the  Maryland  Keport,  "that  in 
whatever  point  of  view  the  public  lands  are  considered, 
whether  as  acquired  by  purchase,  conquest  or  cession,  they 
are  emphatically  the  common  property  of  the  Union. 
They  ought  to  inure,  therefore,  to  the  common  use  and 
benefit  of  all  the  States,  in  just  proportions,  and  cannot 
be  appropriated  to  the  use  and  benefit  of  any  particular 
State,  to  the  exclusion  of  the  others,  without  an  infringe- 
ment of  the  principles  upon  which  cessions  from  states 
were  expressly  made,  and  a  violation  of  the  spirit  of  our 
national  compact  as  well  as  the  principles  of  justice  and 
sound  policy."  They  also  agree  perfectly  in  opinion  with 
the  sentiment  expressed  by  the  Legislature  of  New-Hamp- 
shire, "That  those  states  for  whose  benefit  such  appropri- 


Public  Lands  and  Education.  207 

aticns  have  not  yet  been  made,  will  not  be  true  to  them- 
selves, if  they  do  not  make  known  to  Congress,  who  alone 
possess  the  power  to  make  them,  their  request  for  such  ap- 
propriations, not  as  a  matter  of  favour,  but  of  right/' 
They,  therefore,  respectfully  recommend  the  adoption  of 
the  following  resolutions : 

Resolved  by  the  General  Assembly  of  North-Carolina, 
That  each  of  the  United  States  has  an  equal  right  to  par- 
ticipate in  the  benefit  of  the  public  lands  as  the  common 
property  of  the  Union ;  and  that  the  States  in  whose  favour 
Congress  has  not  made  appropriations  of  land  for  the  pur- 
poses of  education,  are  entitled  to  such  appropriations  as 
will  be  in  just  proportion  with  those  already  made  in  favor 
of  other  states,  and  in  accordance  with  the  principles  upon 
which  cessions  have  been  made  by  States  to  the  United 
States. 

Resolved,  That  his  Excellency  the  Governor  be  requested  Resolutions  report- 

,,     -.        r  .  T,  ,  .         ed  for  adoption. 

to  transmit  copies  of  the  foregoing  Report  and  Resolution 
to  each  of  our  Senators  and  Representatives  in  Congress, 
with  a  request  that  they  will  lay  the  same  before  their  re- 
spective Houses,  and  use  their  endeavours  to  procure  the- 
passage  of  an  act  to  carry  into  effect  the  just  principle 
therein  set  forth. 

Resolved,  That  His  Excellency  the  Governor  be  also  re- 
quested to  transmit  copies  of  the  said  Report  and  Resolu- 
tions to  the  Governors  of  the  several  states  of  the  Union, 
with  a  request  that  they  will  communicate  the  same  to 
their  respective  Legislatures,  and  solicit  their  co-operation. 
All  of  which  is  respectfully  submitted. 

Samuel  Hilumax,  Chairman. 

— Raleigh  Register,  Jan.  k,  1822. 


6.    WORK  OF  RALEIGH  FEMALE  BENEVOLENT  SOCIETY. 

We  have  observed  with  pleasure  that  the  young  Gentle- 
men of  this  place  have  associated  themselves  to  perform  a 
Play  this  evening,  (Wednesday,)  for  the  benefit  of  the 
forTOm™ilme.teilce Female  Benevolent  Society.  This  Society  has  existed  for 
some  time  past,  and  has  for  its  object  the  promotion  of  in- 
dustry and  the  instruction  of  the  children  of  indigent 
parents  in  the  first  rudiments  of  learning. 

Our  readers  will  excuse  our  dilating  a  little  on  the  sub- 
ject so  interesting  to  the  lower  class  of  the  community, 
and  so  reputable  to  those  who  are  at  the  head  of  this  In- 
stitution, whom  Providence  has  blessed  with  the  means 
and  inspired  their  hearts  to  enter  earnestly  into  this  labor 
of  love.     The  object  of  this  Society  is  to  purchase  raw 

Industrial  work.  d  •/  a. 

materials,  which  the  poor  and  industrious  females  are  em- 
ployed to  spin  and  weave  into  useful  cloths  for  domestic 
use — and  these  are  made  up  and  sold  for  the  benefit  of 
the  Society,  &  thus  their  small  funds  (arising  from  annual 
subscriptions  and  charitable  donations)  is  continually  re- 
volving for  the  benefit  of  the  poor. 

Before  this  school  was  opened  it  could  not  have  been 
believed  that  there  were  so  many  poor  children  in  the 

indi  ent  children  neighb°rh°°cl>  in  so  great  a  degree  destitute  of  instruction. 

educated.  j^-   -g  a  p]easing  sight  now  to  observe  between  40  &  50 

children  "trained  up  in  the  way  they  should  go,"  and  reg- 
ularly brought  to  Divine  Worship,  many  of  whom  proba- 
bly never  before  attended  on  such  an  occasion.  These 
children  are  not  only  instructed  on  the  Sabbath-day  but 
attend  school  regularly  five  days  during  the  week,  under 
the  superintendence  of  a  pious  lady  competent  to  the  task, 
who  is  paid  by  the  Society.  Too  much  praise  cannot  be 
bestowed  on  this  undertaking  and  its  benevolent  founders. 
We  trust  they  will  persevere;  and  it  argues  well  that  the 


208 


Raleigh  Benevolent  Society.  '209 

young'  Gentlemen  have  with  characteristic  liberality,  vol- 
unteered their  services  to  aid  the  funds  of  the  Society. 

— Raleigh  Register,  July  1$,  1822. 

Sunday  last  being  the  Anniversary  of  the  Raleigh  Fe- 
male Benevolent  Society,  a  very  appropriate  and  eloquent 
Sermon  was  delivered  by  the  Bev.  Mr.  Green,  from  the 
following  words — "But  whoso  hath  this  world's  goods,  and 
seeth  his  brother  have  need,  and  shutteth  up  his  bowels 
of  compassion  from  him,  how  dwelleth  the  love  of  God  in 
him  V  and  a  collection  was  then  made  in  aid  of  the  funds. 
A  brief  sketch  of  the  progress  of  the  Society  during  the 
last  year  was  read  in  the  Church — from  this  document  it  se^monf^ 
appears  that  this  Institution  has  already  been  productive 
of  much  good ;  and  it  is  not  to  be  doubted  that  the  advan- 
tages accruing  from  it  to  the  poor  of  the  city  will  be  felt 
more  sensibly  every  year,  as  one  of  its  principal  objects  is 
to  give  to  destitute  female  children  such  an  education  as 
will  tend  to  render  them  useful  and  respectable  members 
of  society.  The  children  of  the  School  were  present  on 
the  occasion,  and  Mr.  Green  alluded  very  happily  to  them 
in  his  appeal  to  the  benevolence  of  the  Congregation. 

— Raleigh  Register,  August  2,  1822. 

Wanted 

A  RESPECTABLE  Female  to  take  charge  of  the 
School  under  the  patronage  and  superintendence  of  the 
Raleigh  Female  Benevolent  Society. 

It  will  be  expected  that  whoever  undertakes  to  teach  courses  of  study 

,i        ,-,-.   .-.  -,  ,     _  .  .  in  the  society  free 

the  Children,  shall  be  competent  to  instruct  them  m  the  school, 
rudiments  of  the  English  language,  the  common  rules  of 
Arithmetic,  Writing,  Sewing  and  Knitting.  Further,  it 
will  be  expected  that  the  teacher  will  take  charge  at  bed 
and  board  of  such  children  as  the  Society  have,  or  may 
adopt,  to  be  supported,  clothed  and  educated  at  the  ex- 
pense of  the  Society. 
14 


210  Raleigh  Benevolent  Society. 

A  small  dwelling  attached  to  the  School  Room  will  be 
furnished  to  the  person  who  undertakes  the  services  above 
mentioned. 

Application  may  be  made  to  the  President  or  Managers , 
or  to  the  Book  Store  of  J.  Gales  and  Son. 

May  14. 

— Raleigh  Register,  June  8,  1827. 


1823 

1.  GOV.  HOLMES'  MESSAGE  ON  EDUCATION. 

2.  ASSEMBLY  COMMITTEES  ON  EDUCATION. 

3.  HILL'S  RESOLUTION  ON  ESTABLISHING  SCHOOLS. 

4.  THE     LEGISLATURE     URGED     TO     ESTABLISH     COMMON 

SCHOOLS. 


211 


1.  GOV.  GABRIEL  HOLMES'  MESSAGE  ON  EDUCATION. 

I  trust  it  will  not  be  deemed  chimerical  to  recommend 

Experimental 

farm  for  use  of       the  purchase  of  a  small  farm  near  our  University,  to  be 

university  m  teach-  L  u ' 

mg  agriculture.  pUt  imcler  the  care  of  a  scientific  and  practical  farmer, 
•  who  should,  besides  a  small  salary,  given  as  an  additional 
inducement  for  one  qualified  to  offer,  be  allowed  the  pro- 
duce of  the  farm,  which  should  be  cultivated  in  the  highest 
order.  On  this  farm  experiments  should  be  made  under 
the  direction  of  the  Professor  of  Chemistry,  in  manuring, 
as  to  kind,  quality,  and  manner  of  applying,  and  in  the 

Details  in  outline    various  methods  of  cultivating  different  articles  of  common 

of  the  plan.  .       ° 

growth,  and  such  as  might  be  deemed  important  to  intro- 
duce from  abroad.  The  person  having  charge  of  the 
Farm  should  understand  the  mechanism  and  use  of  the 
most  improved  implements  of  husbandry,  and  also  be  well 
informed  in  the  different  departments  of  domestic  econo- 
my. It  is  unnecessary  to  be  more  minute,  as  my  design 
is  only  to  sketch  an  outline  of  the  plan,  which  some  re- 
flection has  suggested  to  my  mind.  Let  the  students  of 
the  University,  of  the  two  higher  classes,  accompanied  by 
the  Professor  of  Chemistry,  visit  this  little  farm  at  such 
time  as  might  be  fixed  upon  by  the  Faculty  of  the  Uni- 
versity, and  there  see  and  learn  the  usefulness  and  beauty 
of  husbandry.  What  a  stock  of  useful  knowledge  would 
this  enable  our  young  men  to  carry  with  them  into  the 
utmty  of  the  plan.  bogom  of  gociety  j     The  utilitj  and  practicability  of  this 

plan  derives  much  support  from  the  assurance  which  we 
may  feel,  that  the  able  and  indefatigable  Faculty  of  our 
University,  would  cheerfully  co-operate  in  the  attainment 
of  the  important  objects  in  view. 

— House  Journal,  18 23- k,  p.  119. 


212 


2.    ASSEMBLY  COMMITTEES  (»   EDUCATION. 

Senate  Committee  on  Education :     Win.     M.      Sneed, 
Granville ;  Charles  A.  Hill,  Franklin :  Nathan  B.  White-  senate  committee 

on  education. 

field,  Lenoir  ■  John  Hill,  Stokes ;  Edward  Ward,  Onslow. 
— Senate  Journal,  1S23,  p.  13. 

House  Committee  on  Education:  James  Graham, 
Rutherford ;  S.  Whitaker,  Wake  ;  Charles  Fisher,  -Rowan ; 
Joseph  Flynt,  Stokes;  Bedford  Brown,  Caswell;  Thomas 
Clancy,  Hillsborough  ;  Thomas  X.  Mann,  X ash ;  Ephraim  „ 
Mann,  Tyrrell ;  William  Wilkins,  Edgecombe ;  Theodore  on  education 
Barrow,  Perquimans ;  William  Watson,  Hyde ;  Charles 
Edwards,  Greene ;  L.  T.  Oliver,  Onslow ;  Wm.  K.  Frede- 
rick, Duplin ;  Gideon  Seawell,  Moore ;  John  Cole,  Rich- 
mond. 

— House  Journal,  1828,  p.  1.26. 


se  committee 


213 


3.     HILL'S  RESOLUTION  ON  ESTABLISHING  SCHOOLS. 


Constitution  re- 
quires schools  for 
convenient  in- 
struction of  youth. 


On  motion  of  Mr.  J.  A.  Hill1, 

Resolved,  that  the  committee  on  education  be  instructed 
to  enquire  into  the  expediency  of  establishing,  by  law, 
schools  throughout  this  State,  in  conformity  to  the  41st 
section  of  the  Constitution,  which  makes  it  the  duty  of  the 
Legislature  to  establish  schools  for  the  convenient  instruc- 
tion of  the  youth  of  the  state,  and  to  provide  for  the  due 
encouragement  and  promotion  of  useful  learning;  and  that 
said  committee  have  leave  to  report  by  bill  or  otherwise2. 

— House  Journal,  1823,  p.  150. 


1  J.  A.  Hill,  New  Hanover. 

2  Made  no  report  and  no  bill  was  proposed. 


214 


4.    THE  LEGISLATURE   URGED   TO  ESTABLISH  COMMON 
SCHOOLS. 

There  is  one  subject  which,  amidst  all  the  political  fer- 
ment and  turmoil  of  the  times,  we  hope  will  not  be  passed  Establishing 
by  unnoticed.  The  subject  of  Education  has  been  too  neglected. 
long  neglected  by  the  Legislature;  but  we  hope  at  this  ses- 
sion something  will  be  done  to  encourage  it.  We  have  a 
well  endowed  and  very  respectable  University ;  but  its  ad- 
vantages are  too  remote  from  the  great  mass  of  the  popula-  People  deficient  in 

°  °  x     L  rudiments  of  edu- 

tion  of  the  state,  to  be  felt  and  appreciated  by  them.     The  cation- 

people  at  large  are  deplorably  deficient  in  the  rudiments 

of   an   education.      To   obviate   this,    primary   schools   are 

wanting.      Xo  appropriation  which  the  Legislature  could 

make,  would  be  so  little  objected  to  as  one  for  the  support  ^.h?™s"vouid  be 

of  common  schools.     We  do  hope  some  member  will  make 

an  experiment  this  session,  and  see  what  can  be  done  in 

the  Legislature  on  this  subject. 

— Editorial  in  Western  Carolinian,  Nov.  18,  1823. 


215 


1824 

1.  GOV.  HOLMES'  MESSAGE  ON  EDUCATION. 

2.  HILL'S  SCHOOL  FUND  BILL 

3.  SENATE  COMMITTEE  REPORT  ON  EDUCATION. 

4.  ASHE'S  BILL  FOR  EDUCATING  THE  YOUTH  OF  THE  POOR. 

5.  COMMITTEE  ON  PLAN  OF  EDUCATION. 

6.  HAYWOOD'S  PLAN  TO  CREATE  A  LITERARY  FUND. 

7.  HAYWOOD'S  PLAN  APPROVED  BY  WESTERN  CAROLINAN. 

8.  REVIEW  OF  OTHER  SCHOOL  SYSTEMS;   NORTH   CAROLINA 

URGED  TO  ESTABLISH  SCHOOLS. 

9.  AN  EDGECOMBE  APPEAL  FOR  FREE  SCHOOLS. 


216 


1.  GOV.  GABRIEL  HOLMES'  MESSAGE  OX  EDUCATION. 

It  may  not  be  amiss,  gentlemen,  to  say  somewhat  on  the 
subject  of  Literature.  It  is  unquestionably  of  vital  im- 
portance to  the  respectability  of  the  State,  as  well  as  indi- 
vidual prosperity  and  happiness.  But  I  have  harped  on 
it  so  often  (and  as  often  I  presume,  have  my  predecessors) 
that  I  now  touch  the  chord  with  almost  hopeless  expecta-  Education  is  of 

x  x  _  vital  importance  to 

tions  and  frigid  indifference.     But  whilst  I  see  our  sister  the  state  and  to  the 

o  individual  :  other 

States  boasting  of  millions  appropriated  to  that  fund  and  xonh  Carolina. 
that  well  organized  little  Republic,  Connecticut,  proudly 
declaring  that  her  every  son  and  daughter  can  read  and 
write — by  the  contrast  our  policy  forms  with  their  regula- 
tions, I  am  irresistibly  constrained  to  invite  your  atten- 
tion to  the  improvement  of  the  minds  of  the  rising  genera- 
tion of  North  Carolina. 

Our   Fiscal  Department   is   in  a   flourishing  situation ;  An  overflowing 
our  treasury  abounding  in  gold  and  silver,  or  its  adequate  nothing  appropn- 

,  ..,  ,     „  -.  ,  ,  ated  for  education  : 

value,  collected  from  the  people,  and  not  one  cent  appro-  creation  of  school 

x  ,  .      x  fund  suggested. 

priated  to  the  improvement  of  the  minds  of  their  children. 
I  mean  those  who  have  not  the  means  to  afford  their  sons 
and  daughters  liberal  educations.  Surely,  then,  we  can- 
not, consistent  with  good  policy,  hesitate  to  create  a  fund, 
that  will  assist  the  parents  of  every  denomination,  to  initi- 
ate their  offspring  in  elementary  rudiments  of  learning. 
Knowledge,  well  and  generally  diffused  amongst  every 
class  of  our  citizens,  is  the  best  security  of  their  constitu- 
tional rights  and  liberties.  It  will  enable  them  to  resist 
all  innovations  of  Demagogues  or  ambitions  men,  whose 
views  to  the  constitution  are  inimical  or  subversive.  The 
people  are  industrious  and  patriotic ;  they  cheerfully  sub- 

•  -i  i  t  '  ""  The  people  will 

scribe  to  the  necessary  demands  of  the   State  upon  their  approve  a  measure 

looking  to  the  edu- 

purse.  without  a  murmur.     They  would  most  gladly  re-  cation  of  the  chii- 

j-  >_  dren 

ceive  and  greatly  acknowledge  your  patronage  for  the  im- 
provement of  their  families.      They  have  a  right  fully  to 

217 


218  Gov,  Holmes  on  Education. 

anticipate  your  fostering  care,  and  I  cannot  doubt  but 
that  the  advantages  resulting  to  society  from  such  mea- 
sures, will  claim  your  wise  and  well  digested  liberality 
toward  them. 

— House  Journal,  182J+. 


Bill  to  create  a 


2.    HILL'S  SCHOOL  FUND  BILL. 

Monday,  December  6,  1824.  Mr.  Hill1,  from  the  Com- 
mittee on  Education,  reported  a  bill  to  create  a  fund  for 
the  purpose  of  educating  that  part  of  the  infant  popula- 
tion of  this  State,  who  shall  from  time  to  time  be  found  poor  f-hifdrerfin- 

t      ,..,/.,  i  /.  i  ■  .i  •  i      ,    i  troduced  in  Senate. 

destitute  of  the  means  of  becoming  otherwise  properly  taken 
care  of,  in  that  particular ;  which  was  read  the  first  time 
and  passed,  and,  on  motion  of  Mr.  Outlaw'2,  ordered  that 
the  bill  and  the  report  be  printed. 

— Senate  Journal,  182J+-25,  p.  Jf.2. 

Wednesday,  Dec.  29,  1824. — The  bill  to  create  a  fund 
for  the  purpose  of  educating  that  part  of  the  infant  popu- 
lation of  this  State  who  shall  from  time  to  time  be  found 

Vote  on  indefinite- 
destitute  of  the  means  of  becoming  otherwise  properly  taken  jy  ^nt^n?ngbm 

care  of  in  that  particular,  was  read  the  second  time.  Mr. 
Speight3  moved  that  the  bill  be  indefinitely  postponed, 
which  was  not  agreed  to.  The  yeas  and  nays  on  this  ques- 
tion being  demanded  by  Mr.  Hill,  are  as  follows : 

For  indefinite  postponement  are, 

Yeas. — Messrs.  Barringer,  Calloway,  Davis,  Forney, 
Harrell,  Marshall,  Marsh,  Speight,  Shober,  Sherrod.  Wil- 
liams of  Beaufort,  Wellborn— 12.  Those  voting  on 

Against  indefinite  postponement  are,  0ftn?b1iLneme,lt 

Nays. — Messrs.  Baker,  Brittain,  Bullock,  Bryan,  Be- 
thune,  Boddie,  Boykin,  Beasley,  Carson,  Davidson,  De- 
vane,  Frink,  Fisher,  Gibbs,  Greene,  Hill,  Joiner,  Love, 
Matthews,  McLeod,  Legrand,  McDaniel,  McLeary,  Mont- 


1  Charles  A.  Hill,  of  Franklin. 

2  George  B.  Outlaw,  of  Bertie. 

3  Jesse  Speight,  of  Greene. 

219 


220 


Hill's  School  Fund  Bill. 


Amendment 
adopted. 


Yeas  and  nays  on 
Carson  amend- 
ment. 


gomery,  Nuttall,  Perkins,  Parker,  Peebles  Poole,  Rid  dick, 
Roberts,  Shipman,  Salyear,  Smithwick,  Sullivan,  Sea- 
well,  Vanhook,  Williams  of  Lenoir,  Williams  of  Moore, 
Wilson,  Ward — 41. 

The  question  then  recurred  on  the  passage  of  the  said 
bill  the  second  time,  which  was  determined  in  the  affirma- 
tive, and  the  same  being  read  the  third  time,  Mr.  McLeod1 
moved  to  strike  out  the  words  negro  traders  and  billiard 
tables  in  the  first  section,  which  was  not  agreed  to.  Mr. 
Carson2  moved  to  add  the  following  section  to  the  bill : 

"That  the  tax  hereafter  to  be  collected  from  persons 
keeping  a  billiard  table,  shall  be  one  hundred  dollars,  to 
be  licensed  and  collected  under  the  same  rules  and  regula- 
tions and  restrictions  as  by  law  are  now  provided  in  the 
collection  of  such  tax." 

Which  amendment  was  agreed  to. 

The  yeas  and  nays  on  the  adoption  of  this  amendment 
being  demanded  by  Mr.  Nuttall3,  are  as  follows : 

For  the  adoption  of  the  amendment  are, 

Yeas — Messrs.  Baker,  Brittain,  Bullock,  Bryan,  Black- 
well,  Beasley,  Carson,  Davidson,  Devane,  Frink,  Forney, 
Gibbs,  Greene,  Hill,  Harrell,  Love,  Matthews,  Montgom- 
ery, Perkins,  Peebles,  Pool,  Riddiek,  Roberts,  Shipman, 
Salyear,  Smithwick,  Sullivan,  Shober,  Seawell,  Williams 
of  Lenoir,  Williams  of  Moore,  Wilson,  Ward,  Wellborn 
—34. 

Against  the  adoption  of  the  amendment  are, 

]STays — Messrs.  Barringer,,  Bethune,  Boddie,  Boykin, 
Davis,  Fisher,  Joiner,  Legrand,  Marshall,  Marsh,  Mc- 
Leod, McDaniel,  McLeary,  ]STuttall,  Parker,  Speight, 
Sherrard,  Vanhook,  Williams,  of  Beaufort — 19. 


'John  McLeod,  of  Johnston. 

2  Samuel  P.  Carson,  of  Burke. 

3  James  Nuttall,  of  Granville. 


Hill's  School  Fund  Bill.  221 

The  question  then  recurred  on  the  passage  of  the  said 
bill  the  third  time  as  amended,  and  the  same  was  deter-  JhH^otl;?Vhir-n 

reading  ol  the  bill 

mined  in  the  affirmative.     The  yeas  and  nays  on  the  pas-  m  the  Senate- 
sage  of  the  bill  the  third  time  being  demanded  by  Mr. 
Speight,  are  as  follows : 

For  the  passage  of  the  bill  are, 

Yeas — Messrs.  Baker,  Brittain,  Bullock,  Bryan,  Be- 
thune,  Blackwell,  Boykin,  Beasley,  Carson,  Copeland. 
Davidson,  Devane,  Frink,  Fisher,  Gibbs,  Greene,  Hill. 
Love,  Legrand,  Matthews,'  McLeary,  Montgomery,  Per- 
kins, Parker,  Peebles,  Pool,  Riddick,  Roberts,  Shipman. 
Salyear,  Smithwick,  Sullivan,  Seawell,  Vanhook,  Wil- 
liams, of  Lenoir,  Williams,  of  Moore,  Wilson,  Ward. — 38. 

Against  the  passage  of  the  bill  are, 

Xays — Messrs.  Barringer,  Bodelie,  Calloway,  Davis, 
Forney,  Harrell,  Joiner,  Marshall,  Marsh,  McLeod,  Nut- 
tall,  Speight,  Shober,  Sherrard,  Williams,  of  Beaufort, 
Welborn.— 16. 

Thereupon  the  bill  was  ordered  to  be  enorossed. 

— Senate  Journal,  182^-25,  pp.  10 2-10 S. 

Friday,  December  31,  1824.      Received  from  the  House 
of  Commons  a  message,  stating  that  they  have  rejected  the 
engrossed  bill  to  create  a  fund  for  the  purpose  of  educating  House  rejeeti, 
that  part  of  the  infant  population  of  this  state  who  shall  the  Senate  WL 
from  time  to  time  be  found  destitute  of  the  means  of  be- 
coming otherwise  properly  taken  care  of  in  that  particular. 

— Senate  Journal,  182^-25,  p.  HO.1 


xSee  House  Journal,  December  30,  1824,  p.  121.     The  House  indefi- 
nitely postponed  the  bill  without  division. 


222 


Hill's  School  Fund  Bill. 


The  Bill. 


Certain  bank  stock 
and  license  taxes 
to  be  constituted  a 
school  fund. 


Commissioners  to 
manage  the  fund. 


Commissioners  to 
make  an  annual 
report  to  Legisla- 
ture. 


Taxes  on  billiard 
tables. 


A  Bill  to  create  a  fund  for  the  purpose  of  educating 
that  part  of  the  infant  population  of  the  State  who  shall 
from  time  to  time  be  found  destitute  of  the  means  of  be- 
coming otherwise  properly  taken  care  of  in  that  particular. 

Be  it  enacted  by  the  General  Assembly  of  the  State  of 
j^orth  Carolina,  and  it  is  hereby  enacted  by  the  authority 
of  the  same,  that  all  the  Bank  Stock,  which  shall  be  ac- 
quired by  this  State,  through  the  investment  of  the  pro- 
ceeds of  the  Treasury  notes  ordered  to  be  issued  by  the 
last  General  Assembly ;  together  with  all  the  monies  which 
shall  annually  be  collected  from  the  taxes  at  present  laid 
or  which  shall  be  hereafter  laid  on  Gates,  natural  and  ar- 
tificial curiosities,  peddlers,  negro  traders,  and  Billiard 
tables,  shall  be,  and  the  same  are  hereby  appropriated  as  a 
fund  for  the  purpose  aforesaid. 

And  be  it  further  enacted  that  the  Governor,  for  the 
time  being,  the  Secretary  of  State,  the  public  Treasurer 
and  the  Comptroller  shall  be,  and  they  are  hereby  de- 
clared to  be  commissioners  with  power  to  take  charge  of 
the  said  stock  and  monies  and  to  employ  them  in  such 
manner  as  they  shall  judge  best  calculated  to  further  and 
promote  the  end  in  view. 

And  be  it  further  enacted  that  said  Commissioners  shall 
report  annually  and  fully  to  the  General  Assembly  to  the 
end  that  Body  may  be  the  better  enabled  to  determine  on 
the  time  and  manner  in  which  the  interest  of  the  fund  so 
to  be  created,  or  any  part  of  it  shall  be  applied  to  the  pur- 
pose above  mentioned. 

Be  it  further  enacted  that  the  tax  hereafter  to  be  col- 
lected from  persons  keeping  a  Billiard  table,  shall  be  one 
hundred  dollars,  to  be  secured  and  collected  under  the 
same  rules,  regulations  and  restrictions  as  by  law  is  now 
provided  in  the  collection  of  such  tax,  any  law  to  the  con- 
trary notwithstandina:. 


Hill's  School  Fund  Bill.  223 

In  Senate  Dec.  30,  1824,  Engrossed  and  Examined.         clerk's  entry. 

In  House  of  Commons  Dec.   30,   1824,  read  the  first 
time  and  rejected. 

— From   Unpublished  Legislative  Documents,  1824--25. 


3.     SENATE  COMMITTEE  EEPOET  ON  EDUCATION.* 

The  Committee  on  Education  having  taken  the  subject 
under  consideration  report 
Education  the  That  so  sensibly  affected  are  they,  with  the  importance 

of  liberty.11  of  a  general  diffusion  of  useful  knowledge  among  all  the 

classes  of  the  community  in  a  free  and  independent  na- 
tion, they  have  been  induced  briefly  to  examine  the  effects 
of  education,  as  tending  to  raise  and  maintain  the  founda- 
tion of  liberty  in  all  nations. 

uTo  teach  the  young  idea  how  to  shoot" 

The  imagination     has  deservedly  engaged  the  Philanthropist  in  every  age,  in 

can  not  conceive  .  .  .  . 

aii  the  blessings  of  every  clime.     The  committee  are  aware  that  the  imagina- 

education.  "  •  ° 

tion,  with  all  its  active  energies,  is  still  inadequate  to 
embrace  and  contemplate  all  the  blessings  resulting  from 
the  powers  and  faculties  of  the  mind,  when  well  stored 
with  useful  and  valuable  learning;  but  being  taught  by 
the  history  of  olden  times,  that  the  mind  herself  is  stripped 
of  her  brightest  gems ;  that  liberty,  however  dearly  bought, 
is  but  an  empty  sound,  unless  aided  by  such  a  share  of  use- 
ful knowledge,  as  will  unfold  and  cherish  their  inherent 
beauties ;  Your  Committee  will  venture  the  assertion  that 
life  itself  is  but  an  evanescent  shadow,  without  the  proper 
improvement  of  the  mind.  If  we  view  the  dawn  of  liberty 
in  Greece ;  if  we  contemplate  its  advancement  in  that 
ot^rants1  the  foe  class^c  region  we  discover,  at  once,  that  education  led  the 
van.      And  what  but  the   awful   inroad  made  on  mental 


'Senate  Committee  on  Education,  1824-25  :  Charles  A.  Hill,  Frank- 
lin ;  Samuel  P.  Carson,  Burke;  Benj.  W.  Williams,  Moore;  Isham 
Matthews,  Halifax,  and  James  Nuttall,  Granville.  Mr.  Hill  made 
the  report.     See  Senate  Journal,  1824-25,  p.  42. 


224 


Senate  Report  ox  Education.  225 

refinement  has  deluged,  with  slavery,  barbarism  and  deg- 
radation, the  once  delighted  and  all  powerful  Greece  \ 
While  she  gloried  in  her  Demosthenes,  Epaminondas, 
Pelopidas  and  other  innumerable  enlightened  statesmen, 
nor  tyrant  arms,  nor  despots  frowns  could  awe  her  into 
submission.  She  stood  preeminently  proud,  entrenched 
under  the  impregnable  ramparts  of  her  own  defence.  But 
soon  as  wealth  and  pride  had  usurped  all  power,  and  use- 
ful learning  was  adjudged  to  check  their  dread  career, 
ignorance  and  sloth  then  put  forth  their  baleful  influence 
and  in  their  gorgon  of  destruction,  hurried  her  liberty  for  KjfLSfwEL®™ 
ages.  This  second  paradise,  this  mother,  cradle  and  man-  "uir>n .negleet  edU" 
tie  of  freedom, — this  emporium  of  all  that  was  truly  good 
and  glorious, — this  birth  place  and  nursery  of  patriotism 
and  philosophy,  receeded  from  her  high  and  well  earned 
fame ; — Greece  became  the  seat  of  savage  ferocity ;  fell 
like  the  tall  Cedar  of  Lebanon,  and  seemed  only  for  a 
moment  to  have  illumined  the  world  by  the  splendid  bril- 
liancy of  her  scientific  coruscations,  more  fully  to  demon- 
strate the  importance  of  education  to  secure  the  rights  of 
man.  Thus  too,  old  Rome,  once  mistress  of  the  world —  Rome  also, 
while  under  the  guidance  of  literature  and  science,  who 
could  bound  her  illimitable  empire  ?  What  region  equal 
her  resplendent  grandeur  ? — profligacy  of  manners  and 
corruption  of  morals  succeeded  the  neglect  of  the  mincl. 
and  Roman  greatness  could  only  remember  her  heroes  and 
statesmen,  her  poets  and  philosophers,  the  more  deeply  to 
deplore  her  dishonor  and  her  ruin. 

The  advancement  in  civilization  has  ever  proceeded  in  civilization  and 
an  equal  pace,  with  the  improvement  of  the  mind      So  ever  gone  hand  in 
the  ramparts  of  freedom  and  the  enjoyments  of  liberty 
have  ever  declined  with  the  declension  of  useful  learning. 
Despots  alone  rejoice  in  the  ignorance  of  their  vassals, 
and   have   sought    securitv    from    their   mental    darkness. 


15 


226 


Senate  Report  on  Education. 


Pope's  lines. 


children  of  the 
state. 


Not  so  republics;  they  boast  their  security  in  the  intelli- 
gence of  their  sons ;  for  both  have  learned 

"  'Tis  education  forms  the  common  mind 
Just  as  the  twig  is  bent  the  trees  incline." 

Your  committee  would  call  the  attention  of  the  Legis- 
lature to  an  examination  of  the  State  of  the  indigent  youth 
of  the  community;  why  engulphed  in  ignorance  and  over- 
whelmed in  infamy  that  abject  son  of  penury  and  want  ? 
The  sad  condition  Ah !  perhaps  his  father's  bones  yet  shine  unhurried  on  the 
fields  of  battle,  where  gloriously  he  fell  in  defence  of  our 
liberty.  Who  can  tell  the  number  of  children,  who,  de- 
prived by  birth  of  the  means  of  acquiring  even  an  ele- 
mentary education  grow  up,  exposed  to  the  delusions  of 
vice,  and  soon  yield  to  the  deceitfulness  of  sin  ?  Who  can 
recount  the  children  of  our  State  who  rise  to  manhood 
ignorant  alike  of  men  and  manners,  unable  to  read  the 
sacred  charter  of  liberty ;  unacquainted  with  the  history 
of  these  glorious  revolutionary  struggles,  which  wafted 
our  country  to  honor  and  independence ;  incompetent  to 
search  that  sacred  volume ;  which  brought  life  and  immor- 
tality to  light. — These  sojourn  among  us  with  as  little 
honor  to  themselves,  as  usefulness  to  their  Country, — are 
led  captive  by  the  tinsel  glare  of  folly  or  ambition ;  be- 
come the  veriest  tools  of  duplicity  and  intrigue,  and  may 
at  some  future  period  subserve  the  purposes  of  a  despot, 
to  revolutionise  our  government,  sap  the  very  foundation 
of  our  republican  institutions,  and  satiate  the  proud  spirit 
of  some  aspiring  Demagogue. 

The  Committee  would  direct  the  attention  of  the  Legis- 
lature to  our  Villages,  streets  and  cities, — to  our  gill-shops 
and  prisons; — to  the  walks  of  female  depravity  and  fe- 
male pollution ; — to  the  helpless  orphan,  and  impoverished 
child  ; — to  our  criminal  records  and  plans  of  execution ; — 
Alas,  what  there  do  we  behold?  miserable  objects;  many 
whose  virtues  mis:ht  have  shown  in  the  lustre  of  the  State, 


Ignorance  the 
cause  of  vice. 


Senate  Report  oat  Education.  227 

had  they  been  blessed  with  even  the  elements  of  learning ! 
Wretches  whose  first  departure  from  morality  and  virtue, 
is  signalised  by  that  ignorance  which  your  Committee 
would  deplore  and  which  your  committee  would  remove ! 
— unhappy  victims  of  the  wily  and  seductive  arts,  too 
often  employed  against  female  innocence  and  female  affec- 
tion!    And  why  vour  streets,  vour  cities,  your  neighbor- vice  follows  the 

.  """  neglect  of  the  chil- 

hoods,  your  prisons,  your  courts  and  the  community  dren. 
crowded  with  these  miserable  characters  ? — Here  is  the 
cause.  The  helpless  Orphan,  the  child  Of  poverty,  is  suf- 
fered to  grow  up  in  that  ignorance  which  dooms  him  to 
infamy  and  despair,  because  he  is  poor  and  disowned  by 
the  State. 

Your  Committee  indulge  the  sanguine  hope  and  livelv  Anticipate  time 

°  L  "    when  state  will  aid 

anticipation  of  better  times,  and  look  with  fond  expecta- ^  the  education  of 

1  -1  poor  children. 

tion  to  the  commencement  of  a  work,  which  may  reverse 
these  sad  scenes  by  bestowing  some  portion  of  the  care  and 
patronage  of  the  State,  on  the  instruction  of  the  indigent 
and  orphan.  The  human  mind  is  fitly  compared  to  the 
marble  in  the  quarry,  which  can  never  shine  unaided  by 
the  hand  of  the  sculptor.  Talents  of  the  first  order,  may. 
and  frequently  do  lie  buried  in  the  bosom  of  the  poorest 
Orphan  or  child  of  most  abject  povertv.     Indeed  the  high  Poor  children  often 

possess  great 

renown  and  merited  fame  of  many  of  the  most  illustrious  talent. 
of  our  Nation,  warrant  the  assertion  and  demonstrate  the 
fact,  that  persons  of  low  estate  and  obscure  birth,  when 
fired  by  manly  pride  and  virtuous  ambition,  are  most  likely 
to  succeed  in  the  march  to  honor  and  to  fame. 

Your  Committee  then  recommend  that  when  blessed 
with  the  means  of  removing  so  dreadful  a  calami  ty,  we 
should  dare  the  undertaking.     That  a  work  may  be  com  The  treasury  over- 

c  '  flowing,  time  now 

menced,  that  could  run  parallel  with  immortality  itself,  toheginto aid 

work  ol  education. 

Divine  Providence  as  with  an  eye  to  so  great  and  glorious 
an  object  h?s  given  to  the  State  an  overflowing;  treasury. 
ISTow  then.  Your  Committee  are  persuaded  is  the  moment 
to  commence  so  brilliant  a  display  of  patriotism  and  mag- 


228  Senate  Report  on  Education. 

nanimity.     Already  has  the  State  afforded  to  the  affluent 

and  wealthy  the   happy   opportunity   of  educating   their 

sons.     Already  has  she  raised  that  pride  and  boast  of  the 

The  wealthy  pro-    State  ;  Already  does  her  University  deservedly  rank  anions 

vided  the  means  of  '" 

education  at  the      the  first  colleges  of  America;  both  from  the  extent  of  her 

university.  °  7 

funds  and  erudition  of  her  Faculty.  From  hence  is. 
spread  abroad  that  useful  information,  which  is  diffusing 
literature  and  science  in  every  section  of  our  State.  But 
your  Committee  would  not  stop  here;  They  behold  and 
deplore  the  wretched  state  of  ignorance  to  which  a  large 
Time  to  provide      portion  of  our  indigent  youth  are  doomed.     This  must 

for  the  indigent        ■*■  °  " 

y°uth-  be   remedied   and  now   is  the   favorable    and    auspicious 

period ;  this  is  the  happy  moment  to  lay  a  foundation  for 
the  general- dissemination  of  good  and  valuable  learning 
among  every  class,  to  the  helpless  and  forlorn.  Your 
Committee  would  again  assert  the  means  are  at  hand. 
There  must  be  a  beginning,  and  although  that  beginning 
be  comparatively  small,  yet  your  Committee  cherish  the 

Let  the  beginning   fond  hope  that  as  a  large  fire  is  often  kindled  from  a  little 

be  small,  the  work  *-  ° 

will  grow.  spark,  so  may  the  philanthropic  mind  look  forward  to  the 

day,  when  future  generations,  shall  look  back  to  the  proud 
period,  when  from  this  little  beginning,  virtue,  liberty  and 
science  shall  have  cemented  every  section  of  our  Country ; 
when  they  shall  rise  up  with  prophetic  eulogy  bless  the 
day  of  their  redemption  from  ignorance  and  infamy,  and 
everywhere  announce  paeans  of  praise  to  that  Legislature, 
which  shall  stand  forth  as  the  first  champion  of  equal 
rights  in  the  State  of  North  Carolina. 

To  effect  the  important  objects  embraced  in  this  report, 
your  Committee  ask  leave  to  report  the  following  bill  and 
recommended  its  passage  into  a  law. 

[See  preceding1  pages  for  the  bill  referred  to.     C.  L.  C] 

— From  Unpublished  Legislative  Documents,  182J/.. 


4.     ASHE'S  BILL  FOR  EDUCATING  THE  YOUTH  OF  THE 

POOR. 

Saturday,  Dec.  11,  1824.     Mr.  Ashe1  presented  a  bill 
providing  a  fund  and  plan  for  the  education  of  the  youth  Introduction  in  the 
of  the  poor  in  the  different  counties  of  the  State,  which  House< 
was  read  the  first  time  and  passed,   and,  on  motion,  re- 
ferred to  the  committee  on  Education. 

— House  Journal,  182^-25,  p.  68. 

Monday,  Dec.  13,  1824.     Mr.  Alston2,  from  the  Com- 
mittee on  Education3,  to  whom  was  referred  the  bill  pro- 
viding a  fund  and  plan  for  the  education  of  the  youth  of  committee. 
the  poor  in  the  different  counties  of  this  State,  returned 
the  same.     Ordered,  that  the  said  bill  lie  on  the  table. 

— House  Journal,  182^-25,  p.  72. 

Monday,    December    20,    1824. — On    motion    of    Mr. 
Bain4,  ordered,  that  the  bill  providing  a  fund  and  plan    m  ord    d 
for  the  education  of  the  youth  of  the  poor  in  the  different  Prmted- 
counties  of  this  State  be  printed,  one  copy  for  each  member 
of  the  Assembly. 

— House  Journal,  182J/.-25,  p.  88. 


1  Samuel  P.  Ashe,  Cumberland. 

2  Willis  Alston  of  Halifax  county. 

3  The  House  Committee  on  Education.  1824-25  :  William  Watson. 
Hyde;  Alney  Burgin,  Burke;  J.  M.  Flynt,  Stokes;  George  Andrews, 
Rowan;  John  Scott,  Hillsborough;  William  McCauley,  Orange;  Wil- 
lis Alston,  Halifax;  R.  H.  Cowan,  Wilmington  ;  R.  W.  Goodman, 
Lenoir;  Alexander  Elliott,  Cumberland;  Alex.  McNeill,  Moore;  J.  L. 
Bailey,  Pasquotank;  J.  N.  Hoskins,  Chowan;  S.  Whitehur.st,  Craven; 
Gabriel  L.  Stewart,  Martin.     See  House  Journal,  1824-25,  p. 4. 

4  Matthew  Bain  of  Mecklenburg. 

229 


230 


Ashe's  School  Bill. 


Fails  on  second 
reading. 


Monday,  Jan.  3,  1825. — The  bill  providing  a  fund  and 
plan  for  the  education  of  the  youth  of  the  poor  in  thu 
different  counties  of  this  State  was  read  the  second  time 
and,  on  motion,  ordered,  to  be  postponed  indefinitely. 

— House  Journal,  182J^-25,  p.  133. 


The  Bill. 

A  Bill  providing  a  fund  and  plan  for  the  Education  of 
the  youth  of  the  poor  in  the  different  Counties  of  this 

State. 

Duty  of  the  Legis-        As  it  is  the  bounden  and  paramount  duty  of  the  Legis- 
lature to  provide  .  .  .  .      „ 

for  the  education  of  lature  m  every  well  organized  government,  to  provide  lor 
the  tuition  of  youth,  but  more  especially  of  those  in  repub- 
lican and  representative  governments,  the  well  being  and 
perpetuation  of  which  to  make  it  coexistent  with  time  de- 
pends on  the  capacity  of  the  people  to  understand  and  fully 
appreciate  the  fundamental  principles  of  the  Government 
and  laws  they  live  under — as  it  is  essential  to  the  pros- 
perity and  welfare  of  the  republic,  that  its  citizens  should 
be  correctly  informed  and  have  a  full  knowledge  of  their 
political  rights  and  social  duties  as  members  of  a  com- 
munity, voluntarily  submitting  for  the  general  good  to 
arbitrary  regulations,  an  information  and  knowledge, 
which  can  only  be  obtained  by  making  the  acquisition  of 
the  rudiments  of  useful  learning  of  easy,  equal  and  gene- 
ral access  to  the  children  of  every  citizen,  so  as  to  place 
the  child  of  the  poor  upon  a  footing  with  the  rich,  on  what 
to  them  may  be  aptly  termed  the  threshold  of  life ;  by  so 
doing  implant  in  their  youthful  minds  an  attachment  to 
republican  equality,  and  thus  stifle  if  not  destroy  forever 
the  disposition  to  assume  and  exercise  those  invidious  and 

Equality  of  oppor-  dangerous  distinctions  but  too  fast  arrowing;  in  our  Country 

trinity  ior  all.  ^  on 

which  the  possession  of  inordinate  wealth,  and  the  inflated 
desire  for  personal  distinction,  with  its  concomitant  ambi- 
tion which  thfH  wealth  gives  birth  to  in  the  individual  pos- 


Beneflts  of  educa 
tion. 


Ashe's  School  Bill.  231 

sessing  it,  who  disposed  to  sacrifice  the  happiness  of  their 
Country  and  of  myriads  unborn  to  the  gratifications  of 
their  passions  and  the  furtherance  of  their  ambitions 
views,  proves  clearly  the  positive  necessity  of  planting  in 
early  youth,  and  in  all  classes  alike,  the  genius  of  repub- 
lican equality,  virtue  and  civil  duty,  which  can  only  be 
done  effectually  by  regulating  the  education  of  youth  by 
law,  so  as  to  make  it  general,  uniform,  and  systematick ; 
for  the  pride  and  desire  of  distinction  in  the  rich,  tho' 
few,  with  the  obstinacy  of  some  and  the  poverty  of  others, 
requires  a  positive  law  that  shall  open  the  door  to  the  tem- 
ple of  knowledge  to  all  classes  without  reserve,  respect  or  be^nCTa^mSform 
distinction  of  person.  Strongly  impressed  with  such  feel-  regulated  by  law. 
ings  and  sentiments  and  ardently  desirous  to  put  in  mo- 
tion at  once  this  wheel  of  mental  independence,  and  enable 
man  the  more  fully  thus  to  become  acquainted  with  him- 
self and  his  God. 

1st.  Be  it  enacted  by  the  General  Assembly  of  the 
State  of  ISTorth  Carolina  and  it  is  hereby  enacted  by  the 
authority  of  the  same,  that  the  members  of  the  General 
Assembly  shall,  at  the  time,  and  in  the  manner  of  recom- 
mending Justices  of  the  peace  for  the  several   Counties  county  commis- 

,  .       _  ...  .      sioners  for  the  edu- 

m  this  State,  proceed  to  recommend  a  suitable  person  in  cation  of  the  poor 

to  be  appointed  by 

each  Captain's  Company  or  District  in  their  County  to  act the  legislature, 
as  a  Commissioner  for  the  education  of  the  poor  of  said 
County,  who  shall  be  commissioned  by  the  Governor,  shall 
hold  their  office  during  good  behavior,  and  the  said  Com- 
missioners so  appointed  together  with  the  Chairman  of 
the  County  Court  (who  shall  be  ex  officio  chairman  of  the 
Board),  Shall  form  a  board  of  Commissioners  for  the 
County  wherein  they  reside,  and  a  majority  being  present 
shall  annually  elect  a  Secretary  if  necessary  for  the  fur- 
therance and  support  of  the  objects  and  end  for  which 
they  were  appointed,  and  shall  appoint  a  Treasurer  who  coumycon^ission 
shall  enter  into  bond  with  good  and  sufficient  security, 
made  payable  to  the  chairman  of  said  board  and  his  sue- 


232 


Ashe's  School  Bill. 


eessors  in  office  for  the  benefit  of  the  State  in  such  sum  as 
said  board  shall  require,  which  bond  shall  be  lodged  with 
the  Clerk  of  the  County  Court  for  safe  keeping;  together 
with  a  certificate  of  the  appointment  so  made  of  Treasurer 
under  the  hand  and  seal  of  the  Chairman  aforesaid,  which 
bond  shall  be  sueable  and  recoverable  as  other  State  bonds 
now  are  or  may  be,  and  shall  allow  him  a  fair  compensa- 
tion for  his  services  to  be  fixed  by  said  Board. 

2d.  Be  it  further  enacted,  That  should  any  of  the 
Commissioners  so  appointed  refuse  to  act,  remove  out  of 
the  District  or  die,  then  and  in  that  case,  any  three  Jus- 
hithegcommissfon.  tices  of  the  Peace  of  said  Counties,  including  the  Chair- 
man, may  appoint  some  person  to  fill  said  vacancy  untill 
the  ensuing  Legislature,  when  the  same  and  all  other  va- 
cancies shall  be  filled  as  above. 

3d.  Be  it  further  enacted,  That  as  soon  as  the  said 
Board  of  Commissioners  for  any  County  has  organized 
themselves  as  prescribed  in  the  first  section  of  this  act, 
the  Chairman  of  the  Board  shall  procure  from  under  the 
hand  and  seal  of  the  Clerk  of  the  County  Court  thereof  a 
certificate  of  the  organization  of  the  same ;  that  the  Treas- 
urer has  been  appointed  and  entered  into  a  sufficient  bond, 
fpr  the  faithful  performance  of  his  duty,  the  said  certifi- 
cate shall  be  presented  to  the  Treasurer  of  the  State,  who 
upon  renewing  the  order  of  said  Chairman,  shall  place  or 
cause  to  be  placed  in  the  hands  of  the  said  Treasurer,  by 
semi  annual  payments,  the  amount  which  may  be  appro- 
priated 1o  said  County  as  hereafter  mentioned,  viz: 


Appropriation 
from  state  trea- 
sury. 


Amounts  to  be 
appropriated  to 
each  county  left 
blank  in  the  bill. 


Anson  $ 

Ashe 

Buncombe 

Brunswick 

Blake 

Bertie 

Beaufort 


TO  THE  COUNTY  OF 

Bladen 

Camden 

Columbus 

Carteret 

Chowan 

Cabarrus 

Craven 


Caswell 

Chatham 

Currituck 

Eoberson 

Surry 

Sampson 

Wake 


Ashe's  School  Bill. 


233 


Cumberland  $ 

Davidson 

Duplin 

Edgecombe 

Franklin 

Greene 

Gates 

Guilford 

Granville 

Halifax 

Hyde 

Hertford 

Johnston 

Iredell 


Jones 

Haywood 

Lenoir 

Stokes 

Tyrrel 

Wilkes 

Warren 

Lincoln  $ 

Martin 

Mecklenburg 

Montgomery 

Moore 

Xorth  Hampton 

New  Hanover 


Xash 

Onslow 

Orange 

Pasquotank 

Perquimons 

Pitt 

Person 

Rutherford 

Richmond 

Rowan 

Randolph 

Rockingham 

Washington 

Wavne 


which  said  sums  are  hereby  appropriated  annually  out  of 
any  monies  in  the  treasury  not  otherwise  appropriated,  and 
the  receipt  of  the  several  Treasurers  hereby  appointed, 
shall  be  a  sufficient  voucher  in  the  hands  of  the  Treasurer 
of  the  State  in  the  settlement  of  his  accounts. 

4th.  Be  it  further  enacted,  That  the  Board  of  Com 
missioners  for  the  several  Counties,  shall  annually  on  some 
certain  day  to  be  fixed  and  agreed  upon,  among  them- 
selves, a  majority  being  j>resent,  proceed  to  divide  in  the 
hands  of  their  Treasurer  to  be  by  him  kept,  the  sum  so 
allotted  to  said  county  among  the  several  Commissioners 
thereof  for  the  benefit  of  the  education  of  such  children,  apSS°K™id 
whose   parent,    Guardian  or  friend   in   the  estimation   of  ^itciSdrenare 

•  -i     n  •  •  n  t  -i       ,         i     /»  ,n       to  be  educated  in 

said   Commissioners,   is  or  may   be  unable  to  defray  the  rudiments  of  an 

,,  r.  i    i        ,n  "•  i    r\  •      •  •      i  i       English  education. 

expense  thereof,  and  he  the  said  Commissioner  is  hereby 
authorized  and  required  to  take  all  lawful  means,  to  cause 
the  same  to  be  taught  the  rudiments  of  an  English  educa- 
tion, and  the  order  of  said  Commissioner  shall  be  a  good 
voucher  in  the  hands  of  the  Treasurer  of  the  said  Board 
in  the  settlement  of  his  accounts ;  but  the  Treasurer  shall 
not  be  allowed  to  issue  to  any  one  Commissioner  a  greater 
amount  than  shall  be  allotted  to  his  District  unless  other 
wise  ordered  bv  the  Board. 


234 


Ashe's  School  Bill. 


Commissioners  to 
report  to  the 
governor. 


5th.  Be  it  further  enacted,  that  on  or  before  the  first 
day  of  November  in  each  and  every  year,  the  chairman  of 
each  and  every  Board  of  Commissioners  in  the  several 
Counties  in  this  State,  shall  cause  a  full  and  fair  state- 
ment to  be  made  out,  and  filed  in  the  Governor's  office  of 
this  State,  and  by  him  to  be  laid  before  each  succeeding 
Legislature  showing  the  sum  received  by  such  Board,  the 
number  of  children  instructed  at  the  public  expense,  the 
term  and  price  of  tuition,  and  if  any,  how  many  deprived 
of  instruction  for  the  want  of  funds  or  other  causes. 

6th.  Be  it  further  enacted  that  the  Treasurer  of  the 
several  Boards  of  Commissioners,  appointed  and  commis- 
sioned as  aforesaid,  shall  on  or  before  the  first  of  Novem- 
ber in  each  and  every  year,  settle  and  account  with  the 
Treasurer  of  the  State,  for  the  sum  or  sums  so  deposited 
with  or  paid  over  to  him  as  before  specified,  and  the 
Treasurer  of  each  Treasurer  of  the  State  is  hereby  authorized  to  receive  in 
commissioners  to    settlement  or  liquidation  of  the  same,  the  receipt  of  any 

render  an  account.  ti      _c    i       n  ••  •  i     i  i  • 

or  all  of  the  Commissioners  so  appointed,  by  this  act,  coun- 
tersigned by  the  Chairman  and  Clerk  of  the  County  Court 
thereof,  which  receipts  so  signed  shall  be  allowed  the 
Treasurer  of  the  board  in  the  settlement  of  his  accounts, 
and  the  said  Treasurer  of  the  Board  shall  not  be  eligible 
to  reelection  untill,  he  produce  to  this  board  the  certificate 
of  such  settlement  with  the  Treasurer  of  the  State. 

In  House  of  Commons  11th  Dec.  1824,  read  the  First 
Time  and  passed  and  referred  to  the  Com.  on  Education. 

In  House  of  Commons  13th  Dec.  1824.  Ordered  to  lie 
on  the  Table. 

In  House  of  Commons  20th  Dec.  1824.  Called  up  and 
ordered  to  be  printed. 

In  House  of  Commons  3d  Jan.  1825,  read  the  Secmd 
Time,  amended  and  postponed  indefinitely. 

— From  Unpublished  Legislative  Documents,  ISSJf. 


Clerk's  entries  on 
the  bill  in  the 
House. 


o.    COMMITTEE  0>   PLA>    OF  EDUCATION. 

Resolved  by  the  Senate  and  House  of  Commons  of  the 
State  of  North  Carolina,  That  the  Honorable  John  Louis 
Taylor,  the  Reverend  Joseph  Caldwell,  Peter  Browne,  committee  to  pre- 
Esq.,  and  the  Honorable  Duncan  Cameron,  be,  and  they  cate  pooVchndren" 
are  hereby  requested  to  prepare  a  plan  or  system  of  Pub- 
lic Education  for  the  instruction  of  Children  of  poor  or 
indigent  parentage,  and  that  they  report  the  same  to  the 
next  General  Assembly  of  this  State. 

Resolved  further,  That  his  Excellency  the  Governor 
communicate  these  Resolutions  to  the  Commissioners  re- 
spectively named  in  the  preceding  resolution1. 

—Laws  of  N.  C,  1884-26,  p.  96. 


1  This  resolution  was  introduced  in  the  House  of  Commons,  Jan.  3, 
1825,  by  E.  H.  Jones,  of  Warren.     See  House  Journal,  1824-25,  p.  133- 


235 


6.    HAYWOOD'S  PLAN  TO  CREATE  A  LITERARY  FUND. 

With  respect  to  the  stock  to  be  purchased  with  the  pro- 
ceeds of  the  Treasury  Kotes  issued  and  to  be  issued  and 
sold,  the  Public  Treasurer,  strictly  speaking,  would,  per- 
certain  stock  to      haps,  be  more  within  the  line  of  his  official  duty,  were  he 
ofaf^dfof'eto^  to  remain  silent,  whilst  this  stock  would  of  course,  fall 
into  the  common  mass  of  that  which  is  already  owned  by 
the  state ;  but  bearing  in  mind  that  the  General  Assembly 
has  long  and  anxiously  sought  the  means  of  creating  a 
fund,    without   resorting   to   taxation,    which   might    ulti- 
mately prove  commensurate  to  the  providing  the  means 
hIfeberarcoSnskie?-  °f  education,  throughout  the  state,  for  that  portion  of  our 
some  melnsTo^es-    citizens  who  may,  from  time  to  time,  be  found  destitute  of 
without  taxation,    them ;  he  ventures  on  the  liberty  of  respectfully  submit- 
ting whether  this  stock,  should  it  be  thought  expedient  so 
to  appropriate  it,  might  not  well  be  considered  as  laying 
the  foundation  of  such  fund,  and  forming,  at  least,  a  hope- 
ful beginning. 
• 

— From  Report  of  John  Haywood,  Treas.,  to  Assembly, 
182  k- 


2a6 


7.    HAYWOOD'S  PLAN  APPROVED  BY  WESTERS 
CAROLINIAN. 

We  are  much  pleased  in  seeing  that  the  subject  of  Pub- 
lic Schools  has  again  been  brought  to  the  attention  of  our 
Legislature.  We  hope  it  will  meet  with  better  success 
than  at  the  two  preceding  sessions. 

Treasurer  Haywood,  in  the  last  paragraph  of  his  Re-  Plan  approved. 
port,  with  a  delicacy  peculiar  to  himself,  has  pointed  out 
the  means  for  a  school  fund,  which,  if  adopted,  will  make 
a  "hopeful  beginning."  It  is  the  counsel  of  age  aud  ex- 
perience, speaking  to  our  members :  it  should  not  be  dis- 
regarded. 

It  is  surely  the  duty  of  all  governments  to  attend  to 
the  education  of  the  rising  generation.      Other  states  of 
the  Union  have  done  much  already ;  but  what  has  North 
Carolina,  as  yet,  done?       Literally  nothing!      As,    how-  Duty  of  the  govern- 
ever,  our  means  at  this  time  are  insufficient  to  adopt  a  sys-  rising  generation, 

,  .       .  ™  , ,      ,  ,        North  Carolina  has 

tern,  and  carry  it  into  effect,   all  that   at  present  can  be  done  nothing  as 

.  .  .    J'et' 

expected,   is  for  the  legislature  to   create   a   fund,   set   it 

apart,  and  pledge  it  to  the  purposes  of  education:  it  will 

soon  increase ;  and  in  a  few  years,  may  be  the  means  of 

diffusing  the  blessings  of  knowledge  to  thousands  of  the 

needy  sons  and  daughters  of  ISTorth-Carolina. 

We  observe  that  the  subject,  in  another  shape,  has  also  Ashe's  plan  not 

11  L  approved. 

been  brought  before  the  Legislature.  Mr.  Ashe  has  intro- 
duced a  resolution,  in  which  he  is  for  completing  the 
whole  system  at  once.  His  zeal  in  the  cause  has  mislead 
him.  When  we  have  resolved  to  rear  an  edifice,  prudence 
requires  that  the  means  for  doing  so  should  first  be  pro- 
vided. And  if  we  attempt  to  adopt  a  system  of  Poor 
Schools,  it  would  be  well  enough  to  provide  the  necessary 
fund  for  doing  so.  We  should  do  one  thing  at  a  time — 
for  by  attempting  too  much  at  once,  the  whole  may  fail. 

If  the  present  Legislature  adopts  the  recommendation 
of  the  Treasurer,  and  makes  a  "hopeful  beginning,"  it  is  need  now  be  made. 

237 


"238  Haywood's  Plan  Approved. 

all  we  ought  to  expect  at  present ;  and  by  so  doing,  they 
will  be  laying  the  ground-work  of  a  system  that  will  do 
them  immortal  honor. 

— Western  Carolinian,  Dec.  7 ',  182 4. 

committee  ap-  ^e  are  pleased  to  observe,  that  the  suggestion  of  Treas- 

t^rmiiefund13111  urer  Haywood,  relative  to  the  formation  of  a  "Fund/'  the 
avails  of  which  should  be  applied  to  the  support  of  com- 
mon schools  throughout  the  State,  has  been  met  by  a  be- 
coming liberality  on  the  part  of  the  Legislature.  A  com- 
mittee has  been  appointed,  (as  will  be  perceived  by  refer- 
ence to  the  proceedings  of  the  legislature)  to  bring  in  a 
bill  on  the  subject.  Let  this  fund  only  be  established  by 
law,  and,  to  use  the  apt  language  of  the  Treasurer,  a  "hope- 
ful beginning"  will  have  been  made. 
Plan  the  most  As  we  observed  in  a  former  number  of  our  paper,  this 

plan  for  the  support  of  common  schools,  appears  the  most 
feasible  of  any  we  have  heard  suggested:  in  fact,  we  be- 
lieve it  is  the  only  one  that  could  ultimately  produce  a 
permanent  system  for  the  maintenance  of  free  schools. 
We  know  that  the  division  of  each  county  into  convenient 
districts,  and  the  assessment  of  a  tax  "upon  each  indi- 
vidual, according  to  his  property,"  appears  the  most  plau- 
sible to  a  superficial  observer ;  and  might,  perhaps,  as  a 
temporary  measure,  answer  very  well.     But  we  are  afraid 

People  complain  of 

taxation,  and  will   it  would  not  do  as  permanent  means.      Ine  people  already 

not  approve  of  this  _  x  . 

means lof  establish- complain  of  an  excess  of  taxation:  and  should  this  lauda- 

ing  schools.  i 

ble  project  be  attempted  to  be  carried  into  effect  by  imme- 
diate taxation,  we  have  our  fears  that  the  whole  plan 
would  become  unpopular ;  and  such  is  the  force  of  popular 
favor  in  our  country,  that  no  measure  in  opposition  to  it 
can  be  carried  into  successful  operation.  The  legislature 
may  enact  laws  for  a  dozen  years  in  succession — but  if 
they  are  not  palatable  to  the  people,  they  will  remain  a 
dead  letter  in  the  statute-book. 

— Western  Carolinian,  Dec.  21,  1821/.. 


8.    REVIEW  OF  OTHER  SCHOOL  SYSTEMS;  >ORTH  CARO- 
LINA URGED  TO  ESTABLISH  SCHOOLS.— 
I  AND  II,  BY  A.  B. 

I.     Eor  the  Western  Carolinian. 

Mr.  White :  Governor  Holmes,  in  his  message,  has 
alluded  to  the  excellent  system  of  common  schools,  in  the 
state  of  Connecticut.     President  Dwiffht,  in  the  4th  vol.  Review  0f  the 

°      7  school  system  of 

of  his  Travels,  has  given  a  particular  and  interesting  ac-  ^ecticut  °f  Con" 
count  of  the  school  system  in  that  state.  "For  the  sup- 
port of  the  schools,  (says  he)  the  state  pays  out  of  the 
treasury,  annually,  the  sum  of  two  dollars  upon  ever}" 
thousand  dollars  in  the  list  of  each  school  society,  to  its 
committee,  for  the  benefit  of  the  schools  within  its  limits. 
It  also  pays  to  these  societies,  half  yearly,  the  interest 
arising  from  the  school  fund.  To  form  this  fund,  the 
state  sold  part  of  a  tract  of  land,  called  "the  Connecticut 
Reserve,"  lying  on  the  southern  border  of  Lake  Erie,  with- 
in the  present  state  of  Ohio.  The  principal  sum  arising 
from  this  source,  was,  in  the  treasury  books,  in  May,  182 1, 
$1,700,000.  But  in  order  to  entitle  a  school  society  to 
their  proportion  of  this  money,  their  committee  must  cer- 
tify that  the  school  in  said  society  has  been  kept,  for  the 
year  preceding,  in  all  respects,  according  to  the  directions 
of  the  statute  regulating  schools ;  and  that  all  the  monies 
drawn  from  the  public  treasury  for  this  purpose,  have 
been  faithfully  applied  and  expended,  in  paying  and 
boarding  instructors. 

If  these  monies  are  misapplied,  they  are  forfeited  to 
the  state.  If  the  committees  make  a  false  certificate,  they 
forfeit  sixty  dollars.  Each  school  society  is  to  appoint 
suitable  persons,  not  exceeding  nine,  to  be  overseers,  or 
visitors,  of  all  the  schools  within  their  limits.  It  is  the 
duty  of  the  overseers  to  examine  the  instructors;  to  dis- 
place such  as  may  be  found  deficient,  or  will  not  conform 
to  their  regulations  ;  to  superintend  and  direct  the  instruc- 

239 


240 


]NT.  0.  Ueged  to  Establish  Schools. 


Other  New  Eng- 
land states. 


New  York  system 
described. 


tion  of  the  children  in  religion,  morals  and  manners ;  to 
appoint  public  exercises  for  them ;  to  visit  the  schools 
twice,  at  least,  during  each  session;  particularly  to  direct 
the  daily  reading  of  the  Bible,  by  such  children  as  are 
capable  of  it,  and  their  weekly  instruction  in  some  ap- 
proved catechism ;  and  to  recommend  that  the  master  con- 
clude the  exercises  of  each  day  with  prayer. 

The  system  of  education  in  the  other  New-England 
states,  does  not  differ  much  from  that  of  Connecticut.  The 
expenditures  of  Massachusetts  (without  the  aid  of  a  pub- 
lic fund,  of  $1, TOO, 000,)  in  support  of  public  schools,  is 
equally  liberal.  The  city  of  Boston  alone,  expends,  an- 
nually, on  its  schools,  $70,000.  Here  are  schools  of  every 
grade,  from  the  Primary,  up  to  the  Latin  Grammar  and 
classical  schools,  in  which  youth  are  prepared  for  the  Uni- 
versity, or  acquire  a  very  superior  English  education. 

Till  within  a  few  years,  the  common  schools  in  the  state 
of  New- York  were  under  miserable  regulations.  That 
state  now  has  a  school  fund,  which,  though  not  equal  to 
that  of  Connecticut,  is  very  respectable.  The  writer  is  not 
able  to  state  the  precise  amount  of  that  fund,  or  how  it 
was  raised;  but  12  or  15  years  ago,  it  amounted  to  nearly 
$500,000,  and  its  annual  income  was  more  than  $36,000. 
The  system  of  education  in  this  state,  when  completed,  is, 
that  every  four  square  miles  shall  have  its  school,  under 
proper  regulations.  These  regulations,  as  well  as  those  of 
Connecticut,  respect  the  qualifications  of  instructors.  The 
call  for  "cheap"  masters,  has  gradually  given  place  to  the 
more  important  one  for  well  qualified  instructors.  The 
state  of  New- York,  by  the  adoption  and  prosecution  of  its 
present  enlightened  system  of  education,  will  acquire  more 
real  glory,  than  by  its  far  famed  "Great  Canal." — The  one 
will  give  her  wealth ;  the  other  intelligence :  the  one  will 
convey  her  productions  speedily  and  cheaply  to  market, 
and  extend  her  commerce  west  of  the  Mississippi — from 
the  other  will  issue  her  future  Clintons,  and  Browns,  and 


N.  C.  Urged  to  Establish  Schools.  241 

Hamiltons ;  and  a  free,  intelligent,  enterprising  popula- 
tion, at  which,  tyrants  will  tremble ! 

But  is  it  not  time  for  ^North-Carolina  to  do  something  Plan  for  North 

.  *  Carolina. 

for  the  education  of  her  children  \  The  establishment  of 
a  few  schools,  at  convenient  places  in  each  county,  for  1-3 
or  1-2  of  the  year,  would  be  of  vast  importance  to  the 
State.  If  we  cannot  have  a  school  for  every  four  square 
miles,  let  us  have  one  for  every  sixteen,  or  every  twenty, 
or  every  thirty,  square  miles.  And  let  us  have,  in  differ- 
ent parts  of  the  State,  schools  of  a  higher  grade,  at  which 
young  men  may  obtain  suitable  qualifications  for  school- 
masters, magistrates  and  legislators.  A.  B. 

— Western  Carolinian,  Dec.  21,  1821/. 

II.     For  the  Western  Carolinian. 

j\lr.  White:  I  wish  to  make  a  few  additional  remarks 
on  the  subject  of  education.  When  I  closed  niy  first  com- 
munication, I  was  speaking  with  respect  to  schools  of  a  m  .  &&e  sch00l 
higher  grade  than  those  at  which  our  children  are  in  gen-  j^^v^atefr5' 
eral  to  be  educated.  Perhaps  we  have  in  our  State  more 
schools  for  the  languages  and  sciences  than  the  circum- 
stances of  the  country  call  for.  The  consequence  is,  they 
are  not  well  patronized.  But  so  far  as  my  acquaintance 
extends,  we  have  not  one  school,  the  great  object  of  which 
is  to  give  our  young  men  a  superior  English  education. 
]STor  till  the  great  establishment  of  schools,  with  teachers 
of  competent  literary  attainments,  will  there  be  much  de- 
mand for  them ;  for  our  youth  will  probably  either  aspire 
to  a  classical  education,  or  be  satisfied  with  such  degrees 
of  knowledge  as  those  to  which  their  parents  attained. 
And  yet  it  is  to  this  last  class,  to  men  of  their  limited  ac- 
quirements, that  [North-Carolina  is  to  look  for  many  of 
her  instructors,  of  her  magistrates,  of  her  legislators,  and 
of  the  officers  of  church  and  state.  Establish  schools,  offer 
suitable  salaries  to  instructors ;  and,  in  return,  demand 
36 


242 


]ST.  C.  Urged  to  Establish  Schools. 


Have  acted  as  if 
nothing  could 
be  done. 


Proof  that  we  are 
able  to  support 
schools. 


proper  qualifications,  and  you  will  render  a  most  important 
service  to  your  country. — You  will  cherish  a  spirit  of  en- 
terprise among  the  citizens ;  you  will  open  to  those  born  in 
the  humblest  circumstances,  the  way  to  wealth,  to  useful- 
ness and  distinction. 

It  seems  to  have  been  a  maxim  which  regulated  the 
measures  of  our  Legislature  in  preceding  years,  on  the  sub- 
ject of  education,  that  nothing  could  be  done.  And  Governor 
Holmes,  if  I  comprehend  his  meaning,  seems  to  consider 
general  education  as  desirable,  rather  than  attainable,  in 
our  present  circumstances.  The  subject,  it  must  be  readily 
admitted,  is  one  of  much  difficulty,  as  well  as  one  of  im- 
mense importance.  But  if  the  object  is  great  and  desira- 
ble, and  not  absolutely  out  of  our  reach,  difficulties  should 
not  deter  us  from  laboring  diligently  and  perseveringly  for 
its  accomplishment.  We  should  cheerfully  submit  to  much 
inconvenience,  and  to  much  expense,  in  order  to  obtain  so 
great  a  treasure,  as  a  good  education  for  our  children,  and 
in  order  that  our  neighbors  and  the  community  at  large 
may  exteud  the  same  inestimable  blessing  to  their  off- 
spring. 

Both  the  location  and  the  support  of  the  schools  will  be 

But  cannot  the  collected 
The  General  As- 
sembly might  locate  a  few  in  each  county,  at  the  most  eli- 
gible places,  and  leave  the  others  to  be  located  by  proper 
persons,  appointed  for  that  purpose.  Or  whilst  they  as- 
signed the  number  of  schools  to  each  county,  according  to 
its  population,  or  some  other  principle,  they  might  leave 
their  location  to  the  inhabitants. 

And  as  to  the  funds  for  the  support  of  the  schools,  can 
they  not  be  obtained  without  impoverishing  the  people,  or 
drawing  on  their  purses  beyond  what  they  will  cheerfully 
bear  ?  Here  is  the  greatest  difficulty.  Overcome  this  and 
all  the  others  will  readily  yield.  But  in  case  of  war,  or 
foreign  invasion,  North  Carolina  could  easily  raise,  equip 


Location  and  sup- 
port of  schools  not       .  .         -.     •,         . , ,  i     ,       i 

an  insurmountable  attended  with  some  obstacles 

difficulty.  .     , 

wisdom  of  the  State  surmount  them  ? 


N.  C.  Urged  to  Establish  Schools.  243 

and  support  in  the  field,  1000  men. — And  can  she  not  with 
equal  ease  if  that  number  is  needed,  employ  1000  instruc- 
tors half  of  the  year  ?  North-Carolina  expends  annually 
several  millions  of  dollars  for  foreign  commodities !  Can 
she  not  employ  to  better  advantage,  one  or  two  hundred 
thousand  dollars  within  her  own  bounds,  in  educating  her 
children  ?  The  money  thus  expended  will  not  be  sent  out 
of  the  country.  It  will  be  still  in  circulation.  I  do  hope 
Mr.  Editor  that  the  General  Assembly  will  do  this  year 
something  for  the  promotion  of  literature  and  education, 
more  than  make  "'fine  speeches,"  that  they  will  take  up 
this  important  subject  with  becoming  spirit;  and  by  their 
united  wisdom,  be  enabled  to  originate  and  carry  into  suc- 
cessful operation,  measures  which  will  extend  the  blessings 
of  education  throughout  North-Carolina.  A.  B. 

— "Western  Carolinian,,  Dee.  28,  182 Jf. 


9.  AN  EDGECOMBE  APPEAL  FOE  FKEE  SCHOOLS. 


Education  a  ques- 
tion of  highest 
importance. 


Instances  of  our 
public  spirit. 


Messrs.  Editors: — The  press  of  electioneering  specula- 
tions relating  to  the  Presidential  Question,  which  so  long 
monopolized  public  attention,  having  subsided,  the  present 
appears  to  be  a  proper  season  to  bring  before  your  readers, 
and  particularly  before  the  legislative  body  now  in  session, 
a  subject  which  must  be  allowed  by  all  reflecting  persons 
to  be  of  the  highest  importance.  This  subject  is,  the  GEN- 
ERAL diffusion  of  useful  learning;  or  the  education  of 
the  rising  generation — the  POOR,  as  well  as  the  rich. 

The  State  of  North-Carolina  is  distinguished  for  her 
patriotism  and  public  spirit.  The  costly  yet  invaluable 
statue  of  Washington,  will  remain  for  ages  a  noble  monu- 
ment of  her  liberality,  and  will  teach,  with  a  silent  though 
irresistible  eloquence,  the  pure  doctrines  of  pure  republi- 
canism, to  generations  yet  unborn.  Her  generous  provi- 
sions, also,  for  Internal  Improvements,  for  Geological  Ex- 
periments, <fcc,  &c,  reflect  upon  her  enterprise  the  most 
unequivocal  honour.  It  is  gratifying  to  be  able  to  say  so 
much  of  our  large  and  respectable  State,  but  we  would  say 
more.  Happy  indeed,  could  we  boast,  with  the  New  Eng- 
land and  some  other  commonwealths,  that  all  our  youth 
have  the  means  of  instruction  placed  within  their  reach ! 
We  should  then  feel  a  well-grounded  confidence,  that  our 
civil  and  religious  institutions,  being  well  understood  and 
justly  appreciated,  would  go  down  to  our  descendants,  in 
their  purity ;  that  we  should  not  be  far  in  the  rear  of  any 
community  in  the  amarch  of  mind,"  and  that,  in  defiance 
of  the  ordinary  vicissitudes  of  life,  and  the  fluctuations 
of  pecuniary  affairs,  our  immediate  and  remote  posterity 
would  be  secure  in  the  possession  of  a  good,  of  which  no 
events  and  no  human  power  could  deprive  them. 

At  a  cursory  and  inconsiderate  glance,  the  wealthy  ap>- 
pear  to  have  little  or  no  interest  in  the  extension  of  elemen- 


244 


An  Appeal  for  Free  Schools.  245 

tary  and  other  learning  anions;  the  less  favored  classes.     A  The  rich  are  tnter- 

"  °  °  estea  in  educating 

closer  view,  a  minuter  investigation,  will  demonstrate  the  the  P°or- 
fact  to  be  otherwise.  Some  sensible  writer  has  informed 
us,  and  experience  corroborates  his  calculation,  that  prop- 
erty, however  large,  rarely  descends  further  than  the  third 
generation;  often  it  is  entirely  annihilated  by  the  second, 
and  not  infrequently,  it  is  swept  away,  by  unfortunate 
prodigality,  by  ill  advised  speculation,  or  unavoidable  casu 
alty,  from  him  who  originally  acquired  it.  Xo  man.  how- 
ever opulent  his  circumstances  may  now  be,  can  know  as- 
suredly, that  it  will  be  in  his  power,  ten  years  hence,  to 
educate,  from  his  individual  resources  a  favorite  son ;  and 
still  less  can  he  know,  that  that  son  will  have  the  ability  to 
procure  the  adequate  instruction  for  a  succeeding  race. 

What  an  easy  and  simple  and  effectual  barrier  against 
contingencies  so  probable,  is  it  within  our  means  to  apply ! 
By  the  appropriation  of  some  of  the  public  lands,  a  pro- 
prietorship in  which  is  felt  by  nobody,  or  by  the  laying  of  a  prtrtnofthe1,ubi1ica 
small  tax,  which  could  not  be  oppressive,  and  which  would  suppoiT*hoois.to 
excite  complaint  in  none  but  the  most  sordid  and  ignorant, 
how  incalculable  an  advantage  might  be  conferred,  not  only 
upon  those  who  are  now  on  the  stage  of  life,  but  upon  the 
countless  thousands  who  are  yet  to  make  their  appearance ! 
Among  whom  must  be  found  the  teachers,  the  pleaders,  the 
jurors,  the  judges,  the  generals,  the  legislators,  and  the 
go\ernors  of  a  great  people,  who  may  look  upon  us,  as  at 
once  their  progenitors  and  their  benefactors. 

While,  Messrs.  Editors,  we  feel  a  commendable  pride  in 
what  our  State  has  done,  and  is  doing  to  profit  its  pojiu- 
lation  and  exalt  its  dignity,  let  us  ask  those  upon  whom  the 
lights  of  literature  and  science  have  shone  with  more  or 
less  effulgence,  if  there  exists  not  a  something  which  occa- 
sionally causes  regret ;  which  excites  a  feeling  of  unpleas- 
ant mortification  ;  and  which  even  mantles  the  cheek  with  „        , .    .    , 

General  lack  of 

a  blush  ?     What  is  this  something  ?     Is  it  not  the  general  Bgg^SttfiF 
want  of  literary  knowledge,  and  that  of  the  lowest  kind  catl0n" 


246  An  Appeal  eok  Free  Schools. 

which  prevails,  with  very  few  exceptions  over  all  the  rural 
parts  of  the  State  ?  It  is  a  melancholy  fact,  that  many  of 
our  farmers  of  wealth  and  character,  nay,  even  many  of 
our  instructors  and  clergy,  are  notoriously  deficient  in 
Orthography,  and  Reading  and  Writing,  and  the  common- 
est rules  of  vulgar  Arithmetic.  How  much  the  influence 
of  such  men  is  diminished  in  society  by  this  deficiency,  it 
is  needless  here  to  enquire.  It  is  indeed  greatly  to  be  la- 
mented, that  persons  of  vigorous  natural  powers,  strong 
common  sense,  and  sufficient  experience,  should  be  unable 
decently  to  exhibit  their  ideas  and  assert  their  talents, 
merely  because  they  possess  not  the  cultivation  which,  in 
earlier  life  they  might  have  obtained,  under  a  skilful  pre- 

North  Carolina  J  °  L 

compared  with       ceptor,  in  a  few  months.     In  the  Northern  States,  one 

other  states.  L 

never  meets  a  native  adult  who  cannot  both  read  and  write  ; 
we  might  extend  this  remark  to  all  persons  of  fourteen 
years  of  age.  Is  it  not  desirable  that  our  population  be 
equally  well  instructed  ?  and  what  is  wanting  to  effect  this 
but  the  disposition  to  make  a  fair  experiment  ? 
if  we  can  not  do  as      At  the  Free  Schools,  in  the  States  of  New  England,  "the 

much  as  New  Eng-  °  ' 

d^somethfno-sti11  ^'1Q^  an(l  the  poor  meet  together."  There  is  no  respect  of 
persons.  The  rudiments  of  useful  knowledge  are  accessi- 
ble to  all ;  and  all  avail  themselves  of  the  invaluable  privi- 
lege. In  North-Carolina,  on  account  of  the  less  density 
of  our  population,  it  might  not  be  at  present,  practicable, 
even  should  it  be  thought  expedient,  to  accomplish  so  much. 
But,  because  we  cannot  effect  every  thing,  shall  we  attempt 
nothing?  "Half  a  loaf  is  better  than  no  bread."  If  the 
present  legislature  would,  with  a  seriousness  and  zeal 
becoming  the  prodigious  importance  of  the  subject,  but 

to  make  a  begin-  make  a  beginning; — if  they  could  be  persuaded  to  make 
even  a  parsimonious  appropriation ;  or  lay  even  a  small  tax, 
which  would  never  alarm  their  constituents — this  would 
be  something — and  something  worth  while  too.  In  future 
sessions,  when  the  nature  and  utility  of  the  object  should 
be  better  known  and  consequently  better  esteemed,  more 


mng. 


An  Appeal  foe  Free  Schools.  247 

legislative  aid  would  undoubtedly  be  given;  and  more,  and 
more — till  tbe  end  were  obtained. 

We  presume  not,  Messrs.  Editors,  to  prescribe  to  tbe  it  is  hoped  no 

L  '  member  of  Legis- 

Honorable  Assemblv,  either  the  means  or  the  manner,  by  [ature  win  oppose 

"  '  ij    the  elementary 

which  so  vast  an  object  as  the  Elementary  Education  of  education  of  youth 
all  youth  is  to  be  brought  about.  That  Assembly,  we  are 
happy  to  say,  enrolls  among  its  members  several,  of  high 
respectability,  who  are  known  to  be  favorable  to  the  de- 
sign ;  and  we  charitably  hope,  that,  in  a  body  so  wise  and 
patriotic,  there  is  not  one  member  opposed  to  it. 

Lest  any  misunderstanding  should  arise,  it  may  be  neces-  Elementary  educa- 
sary  to  define  the  phrase  Elementary  Instruction.  We 
mean  by  it  the  common  branches  of  English  learning,  viz. 
Spelling,  Reading,  Writing,  Cyphering  and  English  Gram- 
mar. These  are  the  only  studies  which  it  is  indispensably 
requisite  generally  to  spread  amongst  all  the  people.  By 
the  assistance  of  these,  the  student  of  genius  may  with  fa- 
cility carry  himself  on  to  higher  and  more  intricate  specu- 
lations ;  the  student  who  has  no  extraordinary  mental  pow- 
ers will  desire  to  advance  no  further.  This  course  of  edu- 
cation is  what  is  exactly  adapted  to  the  wants  and  business 
of  life.  More  than  this,  few  are  desirous  to  obtain.  So 
much,  every  person  should  be  taught.  The  dead  lan- 
guages, and  the  abstruser  sciences,  as  they  have  ever  been, 
so  they  will  probably  ever  continue  to  be,  cultivated  by 
the  fern  instead  of  the  many ;  and  for  their  accommodation, 
numerous  private  institutions  of  more  or  less  merit,  are 
already  provided. 

The  middle  class  of  society,  conjunctly  with  the  poor,  what  the  educa- 
constitutes  the  great  mass,  which  we  denominate  emphati  means  to  churcV 
cally  THE  PEOPLE.     They  are  our  husbandmen,  our  "" 
mechanics,  and  our  militia.      To  animate  this  important 
mass — to  infuse  into  this  great  body  a  SOUL — to  breathe 
into  it  the  breath  of  life — is  to  multiply  the  means,  and 
facilitate  the  acquisition  of  USEFUL  LEARNING.     Are 
we  republicans  ?     Would  we  perpetuate  those  principles 


248  An  Appeal  for  Free  Schools. 

which  gave  us  independence,  and  for  which  our  intrepid 
ancestors  expended  their  treasures,  and  shed  their  blood  \ 
— and  are  we  attached  to  our  State  and  confederative  Con- 
stitutions ?  There  are  among  us  hundreds  of  brave  and 
worthy  patriots  to  whom  these  sacred  principles  are  un- 
known ;■ — hundreds  who  are  not  able  to  read  a  word  in  our 
excellent  constitutions ;  and  unless  something  be  done  to 
change  materially  the  aspect  of  things  in  this  respect,  this 
evil  will  continue,  and  perhaps  increase,  till  it  MAY  bring 
about  the  subversion  of  our  liberties. — -Are  we  christians  % 
From  many  of  our  neighbors,  and  friends,  and  relatives, 
the  BOOK  OF  LIFE  is  shut!  To  them  it  speaks  no 
language  neither  of  terror  or  of  consolation !  and  may  they 
not  some  day,  like  Montezuma,  when  the  sacred  Volume 
was  handed  him  by  a  Spanish  Priest — because  he  could  not 
read  and  know  its  contents — dash  it  with  contempt  to  the 
earth  ? 
Education  pro-  But,  finally,  setting  aside  both  considerations  of  a  politi- 

motes  happiness  .    . 

of  individuals.  cal  and  religious  nature,  we  ought  to  encourage  a  more  ex- 
tensive propagation  of  the  means  of  knowledge  among  all 
classes,  because  such  a  course  will  reflect  back  upon  us, 
more  light  and  more  happiness  than  we  bestow.  It  will 
be  bread  cast  upon  the  waters  and  found  after  many  days. 
Among  those  who  have  been  only  tolerably  instructed  in 
literature,  &c,  there  ever  subsists  a  species  of  genteel  and 
honorable  emulation ;  a  polite  and  friendly  intercourse. 
They  who  can  read,  will  read,  and  they  who  read  will  be 
prone  to  communicate  to  others  what  has  given  pleasure 
or  instruction  to  themselves.  By  this  means,  conversation 
will  assume  a  more  elevated  cast,  the  affections  of  the  heart 
will  be  exalted  and  improved,  and  instead  of  the  rawness, 
the  awkwardness  and  the  uncouth  manners  which  give  of- 
fence, and  repress  sociability,  we  shall  participate  in  the 
advantages  which  result  from  a  refined  and  reciprocal  in- 
terchange of  the  courtesies  of  life.  Our  wildernesses  and 
solitary  places  will  then  blossom  like  the  rose. 


An  Appeal,  fob  Free  Schools.  249 

Considerable  exertions  have  recently  been  made  m  sev-  Meeting  held  in 

.  Edgecombe  to  peti- 

eral  counties  in  this  State,  to  effect  the  obiect  of  this  com-  tion  Legislature ; 

'  J  division  of  purpose. 

munication.  In  Edgecombe,  a  meeting  was  held,  a  few 
months  ago,  with  a  view,  ultimately  to  petition  the  Legis- 
lature. But  the  novelty  of  the  matter  prevented  the  requi- 
site degree  of  unanimity.  In  Pitt,  Martin,  and  elsewhere, 
are  many  individuals,  whose  favorable  opinion  is  known. 
I  shall,  Messrs.  Editors,  have  ralized  my  present  expecta- 
tions, and  have  accomplished  my  present  object,  when  some 
gentleman  of  more  leisure  and  ability  than  myself,  shall 
have  placed  this  topic  before  the  public  in  a  better  dressed 
or  a  more  attractive  form.  It  is  one  of  immense  impor- 
tance, and  I  shall  envy  the  man  his  fame  and  honor,  both 
with  this  age  and  with  posterity,  through  whose  talents  and 
influence  the  blessing  of  FREE  SCHOOLS  shall  be  estab- 
lished upon  whatever  plan,  and  rendered  accessible  to 
every  class  of  the  people,  in  the  State  of  North-Carolina. 

Edgecombe  County,  Nov.,  1824. 

— Raleigh  Register,  Dec.  3,  182 1^. 


1.  RALEIGH  REGISTER  ON  "EDUCATION  OF  THE  POOR." 

2.  "P.  S."  ON  EDUCATION. 

3.  JUDGE  GASTON'S  FOURTH  OF  JULY  TOAST. 

4.  THE  RALEIGH  REGISTER  ON  NECESSITY  OF  EDUCATION. 

5.  PROPOSED  HISTORY  BY  JUDGE  MURPHEY. 

6.  GOV.  BURTON'S  MESSAGE  ON  EDUCATION. 

7.  ASSEMBLY  COMMITTEES  ON  EDUCATION. 

8.  ASSEMBLY  RESOLUTIONS  ON  EDUCATION. 

9.  EDUCATION  REPORT  OF  1825. 

10.  ATTEMPT  TO  RAISE  SCHOOL  FUND  BY  LOTTERY. 

11.  THE  LITERARY  FUND  LAW. 

12.  MEMORIAL  OF  ORANGE  SUNDAY  SCHOOL  UNION. 

13.  LOTTERY  FOR  PUBLICATION  OF  NORTH  CAROLINA  HISTORY. 

14.  ATTEMPTED  LEGISLATION. 

15.  LOTTERIES  FOR  ACADEMIES  REFUSED. 


250 


1.    RALEIGH  REGISTER  0>T  "EDUCATION  OF  THE  POOR." 

We  congratulate  our  readers  on  the  appointment  of  a  Committee  on  plan 

.  of  education:  suita- 

very  able  committee  for  the  purpose  of  forming  for  the  we  plan  has  sooner 

°  .  prevented  action 

next  Legislature,  a  system  for  educating  the  children  of  b>"  Legislature. 
indigent  parents  in  this  State.  It  is  a  subject  that  ha- 
long  engaged  the  attention  of  our  most  worthy  patriots  and 
philanthropists,  and  it  is  one  on  the  policy  of  which  there* 
is  no  difference  of  opinion.  The  venerable  framers  of  our 
Constitution  directed  such  schools  to  be  established,  and  it 
is  time  that  direction  was  obeyed.  Nothing  has  prevented 
it,  but  the  difficulty  of  forming  a  suitable  plan  for  effecting 
the  object.  We  trust  this  difficulty  will  vanish  before  the 
committee  to  which  this  subject  is  now  committed. 

— Raleigh  Register,  Jan.  7 ',  1825. 


251 


2.    "P.  S."  ON  EDUCATION. 

For  the  Western  Carolinian. 
surprising  that  our      Mx.   White:     In.   perusing   the   message  of    Governor 

Legislature  has  not  . 

yet  provided  the     Holmes  to  the  Legislature  of  this  state,  I  was  particularly 

means  of  educa-  °  '  x 

tion-  and  forcibly  struck  with  that  part  in  which  he  adverts  to 

.the  subject  of  Free  Schools,  and  institutes  the  very  strik- 
ing contrast  between  the  state  of  education  in  Connecticut 
and  North-Carolina.  It  is,  indeed,  surprising  that  a  sub- 
ject so  interesting  to  every  philanthropist,  so  superlatively 
important  in  a  political  point  of  view,  and  so  loudly  and 
imperiously  demanded  by  existing  circumstances  in  our 
state,  should  have  continued  so  long  without  attracting  the 
special  attention  and  engaging  the  active  exertions  of  our 
Legislature.     Of  the  utility  of  Legislative  interference, 

Example  of  New     the  New-England  states  exhibit  a  most  splendid  and  con- 

England  in  provid-  °  J- 

ing  schools  for  the  viiicing  illustration,  in  that  high  state  of  intellectual  cul- 
ture for  which  their  whole  population  is  distinguished.  It 
is  not  in  the  giant  minds  of  such  men  as  Adams,  Webster 
and  Everett,  that  we  trace  the  monuments  of  their  intel- 
lectual superiority ;  but  it  is  in  those  benevolent  and  politi- 
cal provisions  for  the  general  dissemination  of  education 
and  intelligence,  which,  in  the  extent  of  their  operation, 
pervade  every  domestic  circle,  and  afford  to  the  indigent 
parent  that  consolatory  reflection,  that  a  humane  and  lib- 
eral policy  is  showering  blessings  upon  his  offspring,  for 
the  attainment  of  which  his  own  limited  resources  are  in- 
adequate. From  this  system  of  education,  have  emanated 
results  the  most  splendid  and  encouraging  to  the  active 
philanthropist,  and  to  the  politicians  of  other  states.  New- 
commerciai  supre-  England,  at  this  moment,  presents  a  population  which,  for 
land  the  result  of  intelligence,  patriotism  and  enterprise,  is  not  equalled 
either  in  Europe  or  America ;  its  agriculture  and  manufac- 
tures are  in  a  constant  and  uninterrupted  march  to  perfec- 
tion ;  her  marine  waves  its  flag  and  rides  on  the  bosom  of 

252 


P.  S.  On  Education.  253 

every  sea,  and  every  port  of  the  civilized  world  exhibits 
monuments  of  their  adventurous  enterprise.  But  when 
we  turn  our  views  from  this  interesting  picture  to  the  con- 
sideration of  our  own  state,  the  mind  is  loathe  to  contem- 
plate the  humiliating  contrast.  Whatever  may  be  said  of 
our  rapid  advancement  within  a  few  years  past,  an  inti- 
mate familiarity  with  the  lower  order  of  our  population 
is  alone  requisite  to  disclose  the  gross  ignorance  that  exists. 
The  dullness  and  incapacity  which  is  permitted  to  enter  ignorance  of  the 

x  *>  *-  lower  order  of  our 

our  legislative  hall,  and  disgraces  us  even  in  the  national  population, 
representation,  and  our  former  tame  subserviency  to  the 
interests  and  designs  of  another  state,  evince  most  un- 
equivocally the  mental  debasement  of  a  large  portion  of 
our  population.  Those  social  feelings,  ingrafted  in  our 
nation  for  the  best  purposes,  urge  most  irresistibly  upon  us 
the  duty  of  active  exertion  in  ameliorating  the  condition 
of  this  wretched  part  of  our  population:.  And  when  we 
consider  that  (notwithstanding  the  infinite  diversity  of 
fortune  and  mental  cultivation  which  have  originated  in 
the  peculiar  and  varied  conditions  in  which  chance  has 
placed  us)  we  are  all  originally  equal;  and  that,  not  un- 
usually, the  haunts  of  wretchedness  and  poverty  contain  our  leaders  often 
the  embryoes  of  future  heroes  and  statesmen :  and  when  obscure  homes. 
we  contemplate,  how  large  a  portion  of  those  who  now  con- 
stitute the  pride  and  the  glory  of  their  country  have 
sprung  up  from  the  very  mires  of  obscurity,  to  their  pres- 
ent elevated  stations,  either  under  the  auspicious  influence 
of  patronage,  or  by  the  buoyancy  of  native,  unassisted 
genius — we  find  additional  inducements  to  co-operate  vig- 
orously in  the  contemplated  design.  These  are  considera- 
tions which  apply  to  all  men  considered  as  social  beings: 
but  there  are  others  which  apply  more  particularly  to  our- 
selves, considered  as  citizens  of  the  happiest  and  only  free 
government  on  earth.  The  maxim,  that  "intelligence  is 
the  life  of  liberty,"  is  sanctioned  by  the  authority  of  the  intelligence  is  the 
chief  of  patriots,  and  most  amply  verified  by  the  political  llfeofllberty- 


254 


P.  S.  On  Education. 


Education  a  patri- 
otic duty. 


experience  of  the  last  century.  The  more  ignorant  the 
people  are,  the  more  they  are  subject  to  be  led  astray  by 
erroneous  opinions,  to  be  deluded  by  misrepresentations, 
and  imposed  upon  by  artifice.  And  so  long  as  the  mass 
of  the  population  continues  ignorant,  no  matter  how  lib- 
eral and  judiciously  adjusted  the  political  system  may  be, 
its  existence  is  destined  to  be  transient. 
ignorance  of  the         Why  is  it  that  Europe  has  so  often  witnessed  republican 

masses  hinders  .. .  '     .  ...  .  „    ,  . 

republican  govern-  institutions,  originating  m  successful  resistance  to  oppres- 

ment  in  Europe.  .  .  .  „.  , 

sion,  tumbling  into  the  most  furious  and  bloody  anarchy, 
and  at  length  terminating  in  a  despotism  more  galling  and 
oppressive  than  ever  ?  It  is  this :  the  people  of  Europe 
do  not  possess  that  intelligence,  and  consequently  that  habi- 
tude of  reflecting  and  judging  for  themselvves,  which  is 
essential  to  the  permanence  of  republican  institutions. 

This  view  of  the  subject  renders  it  peculiarly  interesting 
to  every  patriot  who  contemplates  with  enthusiasm  their 
splendid  revolutionary  struggle,  and  the  happy  and  lib- 
eral political  system  to  which  it  has  given  birth — who  re- 
gards, with  abhorrence,  the  abominable  designs  of  the  Holy 
Alliance  to  repress  every  burst  of  liberal  feeling  through- 
out the  world,  and  who  looks  forward  with  delightful  an- 
ticipation to  that  period  when  our  republic  shall  be  a  light 
and  landmark  to  the  patriot  of  every  clime. 

But  not  only  the  permanence  of  our  republican  institu- 
tions, but  the  character  and  honor  of  our  state  imperiously 
demand  increased  intelligence  in  the  mass  of  our  popula- 
tion. It  is  humiliating  in  the  highest  degree,  to  behold 
the  gigantic  strides  by  which  our  sister  states  have  sur- 
passed us  in  the  march  of  improvement.  Notwithstanding 
that  here  was  first  formed  the  spark  which  afterwards 
blazed  in  a  mightv  conflagration  throughout  the  Union, 
yet  how  little  have  we  profited  by  this  bold  and  early  dis- 
play of  American  feeling?  Our  agriculture  is  nearly 
what  it  was  in  the  days  of  our  fathers ;  enterprise,  of 
every  kind,  seems  to  have  taken  wings,  and  fled  to  some 


Other  states  have 
outstripped  us  in 
intellectual  and 
commercial  affairs. 


P.  S.  On  Education.  255 

congenial  abode ;  our  political  existence  has  been  but  barely 
acknowledged ;  and,  with  very  few  exceptions,  our  repre- 
sentation at  Washington  has  been  such  as  to  corroborate 
the  degrading  opinions  entertained  of  our  state.  It  is  now 
high  tirne  to  retrieve  our  lost  honor,  and  establish  our  char- 
acter for  intelligence,  patriotism  and  enterprize.     And  in  th/masses  the  ° 

,.,.  ,  .  .  .  only  sure  basis  of 

accomplishing  the  grand  obiect,  the  intellectual  improve-  agricultural  and 

00  ^  J-  commercial  pros- 

ment  of  the  lower  classes  must  constitute  the  adamantine  perity. 
basis  of  the  whole  superstructure.  Do  this,  and  agricul- 
ture will  feel  its  genial  influence;  commerce  will  wave  its 
flag ;  talents  and  ability  will  mark  our  representatives ; 
foreign  influence  will  vanish  from  our  deliberations,  and 
our  state  assume  that  rank  to  which  its  resources  and  its 
political  duration  so  eminently  entitle  it. 

P S 

Lincolnton,  Dec.  8th,  1824. 

— Western  Carolinian,  Jan.  11,  1S25. 


3    JUDGE  GASTOH'S  FOURTH-OF-JULY  TOAST,  1825. 

******* 

By  William  Gaston,  Esq. — A  system  of  general  instruc- 
tion :  the  development  of  our  internal  resources :  the  pure 
and  able  administration  of  justice:  Let  these  be  the  car- 
dinal objects  of  the  policy  of  I^orth  Carolina. 

******* 

— Raleigh  Register,  July  8,  1825. 


256 


4.     THE  RALEIGH  REGISTER  OX  NECESSITY  OF 
EDUCATION. 

At  the  last  session  of  the  Legislature  of  this  State,  a  character  of  com- 

°  '         mittee  appointed 

resolution  was  passed,  in  which,  Chief -Justice  Taylor,  the  Jj°  ^?ieeationplan 
Rev.  Joseph  Caldwell,  Duncan  Cameron,  Peter  Browne, 
Esqs.,  were  requested  to  prepare  a  plan  or  system  of  Pub- 
lic Education,  for  the  instruction  of  children  of  poor  or 
indigent  parents,  and  report  the  same  at  their  next  meet- 
ing. From  the  acknowledged  ability  of  the  o-entlemeii 
thus  designated,  and,  the  zeal  which  ther  invariably  mani- 
fest  in  promoting  such  measures  as  have  for  their  aim,  the 
interest  of  our  State,  we  entertain  no  doubt,  but  that  the 
wishes  of  the  Assembly  will  be  complied  with. 

Considering  education  as  one  of  the  principal  founda-  Education  one  of 

..  i,t         c    •      t     •  i       i  i  ,•  l  -j.  it        the  foundations  of 

tions  both  oi  individual  and  national  prosperity,  and  be-  prosperity, 
lieving  that  in  governments  framed  for  the  happiness  of 
their  citizens,  it  is  of  the  highest  importance,  that  knowl- 
edge should  be  generally  diffused,  we  sincerely  hope  that 
me  subject  will  be  presenteel  to  the  consideration  of  our 
Legislature,  in  so  forcible  a  manner,  as  to  insure  its  suc- 
cess. 

In  many  of  our  sister  States,  particularly  those  of  Xew  Policy  of  other 

*  x  "  states  to  provide 

England,  the  establishment  of  public  schools  is  anions;  the  the  means  of  edu- 

0.-7  r/  O  cation  for  all. 

most  favorable  objects  of  their  policy.  Surely  in  a  state, 
whose  honors  and  offices  are  equally  open  to  the  exertions 
of  all  whose  object  is  to  adopt  virtue  and  merit,  however 
humble  the  soil  from  whence  they  emanate,  the  most  cer- 
tain mode  of  acquiring  for  the  public  the  talents  of  all  her 
citizens,  is  to  extend  to  all  as  far  as  practicable,  the  benefits 
of  Education. 

The  poverty  or  loss  of  parents,  ought  not  to  be  the  means  poverty  ought  not 
of  withholding  from  their   country,   and   burying  in  ob-  to  individual 
scurity,  those  who  might  have  proved  its  most  distinguished 
ornaments.     We  trust  therefore,  our  Legislators  will  con- 
sider it  among  their  most  sacred  duties  to  adopt  immediate 
17  257 


258  The  Necessity  of  Education. 


and  efficacious  steps  for  establishing  public  schools.  They 
will  thus  be  instruments  of  rearing  a  valuable  band  of  citi- 
zens, who  can  never  be  unmindful  of  their  liberality  in 
placing  within  the  reach  of  their  exertions,  whatever  their 
talents  may  entitle  them  to. 

— Raleigh  Register,  Oct.  28,  1825. 


5.     PROPOSED   HISTORY   BY  JUDGE   MURPHEY. 

It  is  a  fact,  no  doubt  known  to  many  of  our  readers,  that  Murphey  to  write 

a  civil  and  politi- 

for   some   vears   past,   Archibald   D.    Murphey,    Esq.,    of ca* history  of  the 

"  x         '  ±       «/  ?  i  7  colony  and  state. 

Orange  County,  has  been  engaged  in  collecting  materials 
for  an  extensive  work  on  1ST.  Carolina.  We  have  called 
the  attention  of  the  public  to  this  subject  now,  because, 
through  the  information  of  a  friend  of  Mr.  Murphey,  we 
are  enabled  to  present  something  like  an  outline  of  the 
work.  The  civil  and  military  history  of  the  State  will  be 
divided  into  two  parts ;  the  first  embracing  our  Colonial 
history,  and  the  second,  our  history  since  we  became  a 
sovereign  State.     By  way  of  introduction  to  the  first  part,  introduction  to 

.  °  J  J  _  '  colonial  history. 

the  discovery  of  Columbus,  together  with  the  state  of 
Italy  in  his  time,  and  the  reasons  which  induced  men  of 
science  to  adopt  the  belief  of  the  existence  of  a  continent 
west  of  Europe,  &c,  and  the  discoveries  of  the  two  Cabots, 
will  be  presented — after  wThich  follows  the  history  of  the 
Charters  which  have  been  granted  by  Royal  Authority  for 
colonizing  North-Carolina,  including  the  first  charter  and 
that  granted  Sir  Walter  Raleigh,  whose  expeditions,  efforts 
to  plant  a  colony  and  failure,  with  his  character,  trial, 
execution,  &c,  will  be  embodied  in  the  work.      The  his- History  of  Indian 

trib6s. 

tory  of  the  Indian  Tribes  of  Carolina,  their  territory,  pop- 
ulation, military  force,  moral  and  social  character,  &c. 
form  the  next  head  in  the  sub-division  of  the  subject ;  after 
which  the  progress  of  the  colony  is  considered.  Under 
this  general  head,  the  author  treats  of  the  division  of  the 
territory-patented,  into  1.  Virginia — 2.  North-Carolina 
and  3.  South-Carolina — Wars  with  the  Indian  Tribes — ■  cohmyto  1728? 
the  Charter  granted  to  the  Lords  Proprietors,  with  the 
history  of  the  Proprietary  Government — surrender  to  the 
Crown — history  of  Ld.  Granville  and  his  agents  in  Xorth- 
Carolina — commencement  of  the  feuds  between  the  Church 
of  England  and  the  Dissenters,  with  the  history  of  them 
during  ihe  Colonial  Government.      This  brings  the  writer 

259 


260 


Proposed  History  by  Judge  Murphey. 


Later  colonial 
history. 


History  of  the 
Revolution  in 
North  Carolina. 


to  the  establishment  of  the  Royal  Government  in  the  Colo- 
ny, the  disputes  between  the  Governors  and  Colonial  As- 
semblies, with  the  firm  conduct  of  the  latter — the  extortion 
of  Lord  Granville's  Agents,  of  Clerks  of  Courts,  Sheriffs, 
corruption  of  the  Judges,  &c,  all  leading  to  the  history  of 
the  Regulation  War,  as  it  is  termed — the  progress  of 
public  discontents,  proceedings  of  the  mother  country,  &c, 
withdrawal  of  Governor  Martin — call  of  a  Convention  at. 
Hillsborough,  its  acts,  the  Governor's  proclamation,  &c, 
&c.  The  subject  is  thus  brought  down  to  the  formation 
of  a  new  plan  of  Government,  Declaration  of  Indepen- 
dence, &c.  It  is  intended  also,  that  the  first  part  shall  em- 
brace a  connected  history  of  the  legislation  of  the  colony, 
its  Judicial  history,  history  of  manners  during  the  colo- 
nial government,  and  a  statistical  view  of  the  State  during 
the  same  period,  population,  revenue,  &c. 

The  second  part,  viz,  our  history  since  1776,  commences 
with  a  general  view  of  the  State  of  the  American  Colonies 
from  1770  to  the  Declaration  of  Independence.  Causes 
of  discontent  with  the  mother  country,  and  the  measures, 
adopted  by  the  colonies,  come  next  in  order.  Then  fol- 
low, preparations  for  war,  first  measures  of  N.  C.  Assem- 
bly on  the  subject — call  of  Continental  Congress  at  Phila- 
delphia, 1775 — measures  recommended  to  the  colonies — 
commencement  of  hostilities  with  the  mother  country,  &c. 
The  history  of  the  War,  as  far  as  connected  with  the  Work 
of  the  author,  the  organization  of  the  Government  in 
North-Carolina,  and  the  Acts  of  Assembly  relative  to  the 
Continental  line  of  the  State,  are  next  given,  and  we  are 
thus  brought  to  the  Treaty  of  Peace.  The  author  then 
briefly  reviews  the  state  of  Society  during  the  struggle, 
the  suspension  of  Courts  of  Justice,  &c,  &c,  and  in  consid- 
ering the  history  of  the  provision  made  for  the  troops  of 
the  Continental  line,  he  gives  in  detail  an  account  of  the 
Certificate  debt  of  North-Carolina,  different  denomina- 
tions of  Certificates,  amount  of  each,  plan  for  redemption, 


Proposed  History  by  Judge  Mttbphey.  261 

&c.j  and  a  history  of  the  paper  currency  of  North-Carolina. 

different  emissions,  amount,  plan  of  redemption,  frc.      The  influence  of  Moore 

L  _  A  and  Davie :  state 

next  subject  is  the  progress  of  Society  and  manners  after  of  society  after 

J  i       o  <y  the  Revolution. 

the  war  closed,  appointment  of  Alfred  Moore,  Attorney 
General — General  Davie — influence  of  these  two  gentle- 
men upon  the  state  of  manners,  inspiring  respect  for  the 
Courts  of  Justice,  <fce,  organizing  of  the  Courts  under  the 
new  Government — political  condition  of  the  State  from 
the  close  of  the  war  to  the  meeting  of  the  Federal  Conven- 
tion— Formation  of  the  Federal  Government — Proceed- 
ings of  North-Carolina  on  the  Federal  Constitution,  its 
adoption,  &c. — History  of  the  cession  of  Tennessee  to  the  other  topics  to  be 

^  treated. 

United  States — Establishment  of  the  University  of  North 
Carolina — funds  set  apart  for  it — History  of  this  Institu- 
tion, its  resources,  defects  in  its  charter.  The  political 
history  of  the  State,  from  the  adoption  of  the  Federal  Con 
stitution  to  the  year  1825,  is  next  considered. — Origin  of 
political  parties — causes  why  North-Carolina  has  not  occu- 
pied her  proper  place  in  the  Confederacy — History  of  the 
Legislation  of  the  State,  from  IT 76 — Judicial  History, 
History  of  Manners,  &c.  Finances — Internal  Improve- 
ment— History  of,  Plans,  kc.  Statiscal  view  of  the  State. 
The  work  will  contain  also,  Biography  of  eminent  men  c>f 
North-Carolina,  with  Portraits  of  them,  and  will  be  en- 
riched with  a  Map  of  the  State,  and  Maps  of  the  several 
Counties.  There  are  other  subjects  connected  with  om 
history,  the  details  of  which,  though  consisting  of  events, 
occurring  at  different  periods,  will  probably  be  distinctly 
presented,  in  a  connected  manner — such  as  the  history  of 
the  settlement  of  our  Boundary,  of  the  several  religions 
denominations,  of  the  Declaration  of  Independence  by  the 
people  of  Mecklenburg,  in  1775,  of  the  Cape  Fear  Asso- 
ciation, and  of  the  North-Carolina  Bar. 

The  Geology  and  Mineralogy  of  the  State,   1.   Of  the  Geology  and  mm 

•i  f  •  ^->      r<  i  ■  i  r.n-<-in     eralogy. 

main  ridge  of  mountains — 2.   Secondary  ridges — 3.    lable 
Lands — 4.  Alluvial   region — 5.   Valleys   of    the    primary 


262  Proposed  History  by  Judge  Murphey. 

Rivers,  &c. — Elevations  of  each  above  tide  water.  The 
meteorology  of  ]STorth-Carolina  in  each  of  the  foregoing 
divisions,  Mean  Temperature,  Humidity  of  the  Atmos- 
phere, &c,  and  with  the  aid  of  men  of  science,  the  Botany 
of  the  State  will  also  be  allowed  a  place  in  the  work. 

importance  of  the  We  have  thus  given  to  our  readers,  at  some  length,  the 
substance  of  the  information  which  we  have  received,  as 
we  can  not  but  believe  it  will  be  interesting.  A  history  of 
ISTorth-Carolina  has  long  been  a  desideratum  among  our 
most  intelligent  men,  and  we  heartily  congratulate  them 
on  the  prospect  of  receiving  one  at  the  hands  of  their  dis- 
tinguished compeer,  Mr.  Murphey.  Williamson's  His- 
tory is  miserably  defective,  scarcely  the  skeleton  of  a  his- 
tory. Judge  Martin,  now  of  Louisiana,  but  formerly  of 
this  State,  had,  before  he  left  us,  collected  many  materials 
for  a  history  of  the  state,  which  he  carried  with  him.     It 

Martin's  collection  is  now  some  15  years  or  more  since,  and  we  have  heard 

of  materials.  d  ' 

nothing  of  his  work.  His  supply  of  materials,  we  are  in- 
formed was  very  good,  far  better  than  that  which  has  been 
within  the  reach  of  Mr.  Murphey ;  for  Judge  Martin  hav- 
ing first  undertaken  the  task,  collected  the  originals  of 
many  manuscripts  of  which  no  copy  was  left.  If  Judge 
Martin  does  not  intend  to  finish  his  work,  it  is  much  to  be 
wished  that  his  materials  could  be  procured  and  placed  in 
the  hands  of  Mr.  Murphey.  It  is,  in  our  view,  an  object 
so  desirable  to  have  a  eood  work  on  North-Carolina,  that 

Deserves  attention  °  ' 

of  Legislature.  fae  attention  of  our  Legislature  would  not  be  improperly 
directed  to  this  subject. 

Analysis  of  work  to  ^n  addition  to  the  above,  we  learn,  that  Mr.  Murphey 
wi-Jl  probably  publish  during  the  next  session  of  the  Legis- 
lature, a  pamphlet  containing  at  length  an  analysis  of  the 
proposed  work. 

— Raleigh  Register,  Nov.  11,  1825. 


be  printed. 


6.     GOV.   BURTON'S  MESSAGE   OX   EDUCATION. 

If  the  subject  just  alluded  to  be  important  [internal  Pllblic  d 
improvements] ,  how  much  more  so  is  that  of  Public  Edu-  ^prate^e  tium 
cation !  Whilst  the  former  regards  the  face  of  the  conn-  Se™  imPrm  e- 
try,  and  the  pecuniary  interests  of  its  inhabitants ;  the  lat- 
ter is  wholly  solicitous  about  the  distinguishing  feature  of 
our  nature,  the  moral  habits  of  man,  and  his  "felicity  both 
temporal  and  eternal."  The  latter  derives  additional 
claims  to  consideration,  from  the  very  difficulties  which 
surround,  and  the  time  requisite  to  digest  and  mature 
any  efficient  system  connected  with  it.  But  above  all,  it 
has,  in  comparison,  one  recommendation,  which  never 
fails  to  be  felt  and  understood  by  the  mass  of  mankind — 
it  requires  a  less  fund  to  conduct  it. — A  system  of  Inter- 
nal Improvements,  only  requires  that  it  should  be  well 
planned,  liberally  encouraged,  and  ably  conducted,  and 
the  end  is  attained — success  must  ensue.  But  though  the 
other  asks  nothing  more,  still  the  difference  of  the  materi- 
als to  be  wrought  upon,  defies  anything  like  the  same  con- 
clusion.    Yet  surely  difficulties,  though  they  rise  at  every 

Difficulties  in  the 

step,  shall  not  prevent  us  from  making;  some  effort,  from  path  of  carrying 

°  out  plan  of  eduea- 

undertaking  some  system.     If  the  preservation  of  our  po-  tion- 
litical  principles  in  their  original  purity,  be  of  any  value 
■ — if  the  moral  character  of  the  people,  be  matter  of  mo- 

The  moral  eharac- 

ment — if  "honest  merit  should  have  fair  play"  in  our  elec-  tor  of  people  and 

1       >>  the  preservation  ot 

tions,  then  let  us  not  delay,  but  immediately  begin  the  cipie^denmnds&e 
important  work!  Whilst  Public  Education  is  unestab-  sSS'o^uwS a 
lished,  and  its  kindly  influences  are  not  generally  felt,  it 
is  more  than  useless  to  address  the  great  body  of  the  peo- 
ple on  the  subject  of  principles.  They  must  fully  under- 
stand, before  they  can  duly  appreciate  their  political  bless- 
ings. If  nothing  more  can  be  done,  at  least  enable  them 
to  understand  and  judge  for  themselves,  when  they  are  in- 
structed.    It  but  seldom  occurs  that  the  understanding  is 


263 


264  Gov.  Burton  on  Education. 

Results  of  neglect-  improved  and  the  mind  enlarged,  without  a  consequent  im- 

ing  to  educate  the  , 

people,  provement  of  the  moral  feeling.      But   while  the    people 

continue  uninformed,  your  annual  Assembles  may  enact — 
your  Courts  of  Law  may  arraign  and  punish — but  yom 
enactments  will  be  void — your  punishments  be  but  peri- 
odical exhibitions,  serving,  for  a  moment,  to  frighten  or 
amuse,  yet  destitute  of  the  wholesome,  the  desirable  influ- 
ence of  just  examples.  In  such  a  state  of  things,  it  cannot 
be  expected  that  moral  worth,  that  intellectual  attain- 
ments, and  pure  principles  should  have  that  weight  and 

There  can  be  no     influence  that  they  should  command.      If  so,  are  not  the 

real  freedom  with-  n  •  n       -i     r,     ,1  i  r  •  i 

out  education.  people  unequivocally  left  the  mere  slaves  ol  passion  and 
prejudice  ?  Have  they,  in  strictness,  that  free  agency, 
■  which  is  the  pride  of  the  rational,  as  it  is  justly  the  boast 
of  the  truly  freeman  ?  True,  indeed,  it  is,  that  the  free 
agency  of  the  mere  animal  is  preserved,  but  that  of  the 
man  is  wholly  lost.  Surely,  then,  it  is  time  that  such  a 
condition  of  things  should  be  deprived  of  its  legal  sanc- 
tion. The  provision  for  Public  Education  is  a  noble  fea- 
ture, which  stands  in  fine  relief,  in  most  of  our  State  Con- 

wimt  other  states   stitutions.      In  most   of  the   States  too,   legislative  enact- 

have  done.  ,  -.  -.  •  1  1 

ments  have,  m  consequence,  been  made,  scattering  through- 
out their  limits  the  invaluable  treasures  of  Education. 
Yet  North  Carolina  has,  in  a  great  degree,  been  deprived 
of  the  advantages  which  might  have  followed  from  her  own 
constitutional  provision.  True,  it  is,  we  have  a  Univer- 
sity, justly  the  pride  of  our  State  and  the  sources  of  ex- 
tensive usefulness.  And  it  is  also  true,  that,  at  the  last 
Session  of  the  General  Assembly,  a  resolution  was  adopted 
appointing  some  of  our  most  distinguished  citizens  to  di- 
a  plan  of  primary  gest  and  report  to  the  present  session  a  plan  of  "Primary 
reported  by  com-  Schools."  It  seems  therefore  unnecessary  further  to  draw 
your  attention  to  this  subject,  as  the  report  will  no  doubt 
bear  the  stamp  of  the  well-known  and  distinguished  abili- 
ties which  have  been  enlisted  to  prepare  it. 

— House  Journal,  1825-26,  pp.  98  and  99. 


mittee. 


7.    ASSEMBLY   COMMITTEES  OX   EDUCATION. 

Senate  Committee    on  Education :      Charles    A.    Hill,  senate  committee. 
Franklin;  William  M.   Sneed,  Granville;  George  L.  Da- 
vidson,   Iredell;    Edmund    Jones1,    Wilkes;    Micajah    T. 
Hawkins,  Warren. 

— Senate  Journal,  1825-26,  p.  9. 


House  Committee  on  Education:  William  Herbert.  House  committee. 
Ashe;  William  Unthank,  Guilford;  John  E.  Lewis,  Cas- 
well ;  James  Houze,  Franklin ;  William  A.  Bozman,  Wash- 
ington; Benjamin  Best,  Duplin;  Warren  Alford,  Robe- 
son ;  Nathaniel  Gordon,  Wilkes ;  James  L.  Hill,  Iredell ; 
Nicholas  J.  Drake,  Nash ;  J.  J.  Brooks,  Chatham ;  John 
Walton,  Gates ;  John  J.  McMillan,  Bladen ;  Henry  Dock- 
ery,  Richmond;  Charles  Edwards,  Greene. 

— House  Journal,  1825-26,  p.  10  . 


1  Succeeded  by  Richard  Dobbs  Speight,  Craven.  Mr.  Jones  had  to 
go  home  before  the  Legislature  adjourned.  Senate  Journal,  1825-26, 
p.  38. 


265 


Beaufort  petition 
on  free  schools. 


Inquiry  about  re- 
port of  committee 
appointed  by  Leg- 
islature of  1824. 


School  fund  and 
plan  of  education 
to  be  created. 


8.    ASSEMBLY  RESOLUTIONS  ON  EDUCATION. 

Monday,  Dec.  12,  1825.- — -Mr.  Williams  presented  the 
petition1  of  sundry  inhabitants  of  the  county  of  Beaufort, 
on  the  subject  of  free  schools;  which  was  referred  to  the 
committee  on  Education. 

■ — Senate  Journal,  1825-1826,  p.  35. 

Mr.  Ashe2  presented  the  following  resolution: 
"Resolved,  That  the  committee  on  Education  be  in- 
structed to  ascertain  and  report  to  this  House,  as  soon  as 
possible,  whether  the  committee  appointed  by  the  last  Gen- 
eral Assembly  of  this  State,  for  the  purpose  of  digesting  a 
plan  for  the  instruction  of  the  children  of  the  poor  in 
the  several  counties  in  this  State,  intend  reporting  thereon 
or  not ;  and,  if  not,  that  the  said  committee  be  further  in- 
structed to  inquire  into  the  expediency  of  reporting  a  bill 
creating  a  fund  for,  and  a  plan  by  which  common  schools 
may  be  established  for  the  convenient  instruction  of  the  in- 
digent youth  in  every  county  in  this  State." 

On  motion,  ordered  that  the  said  resolution  lie  on  the 
table. 

— House  Journal,  1825-26,  p.  135. 


1  This  petition  has  not  heen  found. 

2  Samuel  P.  Ashe,  Cumberland. 


266 


9.    EDUCATION  REPORT  OF  1825. 

Tuesday,  Dec.    13,   1825. — Received  from    his    Excel- 
lency the  Governor,  by  his  Private  Secretary,  Mr.  Camp- 
bell, the  following  communication: 
To  the  Honorable  the  General  Assembly  of  the  State  of 

North  Carolina. 

Gentlemen, — I  have  the  honor  herewith,  to  transmit  the  Message  on  report 

of  committee  to 

report  of  a  committee  directed  by  the  last  Legislature  to  prepare  plan  of 

x  .  primary  schools. 

prepare  a  plan  or  system  of  public  education  for  the  in- 
struction of  children  of  poor  and  indigent  parentage. 

I  have  the  honor  to  be,  gentlemen, 

Your  obedient  servant,  H.  G.  Burton. 

December  13,  1825. 

— House  Journal,  1825-26,  p.  lJfl. 

REPORT  OF  THE  COMMITTEE  APPOINTED  TO 
PREPARE  A  SYSTEM  OF  GENERAL  EDUCA- 
TION. 

The  undersigned,  directed  by  a  resolution  of  the  last 
Legislature,  to  prepare  a  plan  or  System  of  Public  Educa- 
tion, for  the  instruction  of  poor  or  indigent  parentage, 
respectfully  Report — 

That  although  extensive  plans  of  Public  Education,  sup-  pians  of  other 

,     -i  ^  -n  •    ,'  i  -i  •  states  not  adapted 

ported  by  munificent  appropriations,  have  been  in  success-  to  North  Carolina 

j.    ,  ..  r      ^         a  c  •nil      conditions. 

iul  operation  m  many  of  the  States,  for  a  considerable 
period,    yet   no    one,    that    they    had    an    opportunity    of 
considering,  seems  to  be  adapted  in  its  details,  to  the  civil 
divisions  of  this  State,  the  extent  of  its  territory,  or  the 
scattered  residence  of  our  population.     One  indispensable 
requisite  in  any  plan  to  be  adopted  is,  that  it  shall  be  cal-  ^ouid^Sftee 
culated  to  diffuse  equal  benefits  throughout  the  whole  of  Se  gre^tesfnum- 
the  State,  and  extend  its  salutary  influence  to  the  greatest  ren.°  p°°r  ° 
possible  proportion  of  the  poor  and   indigent    of    every 
county.     Other  States  have  been  enabled  to  avail  them- 

267 


268  Education  Report  of  1825. 

selves  of  the  preexisting  divisions  of  townships,  parishes, 
and  ecclesiastical  societies,-  converting  them  into  school 
districts,  which,  from  the  fullness  of  their  population,  the} 
have  oftener  been  obliged  to  subdivide,  for  the  purpose  of 
avoiding  too  numerous  a  collection  of  scholars  for  one 
teacher,  than  to  combine  for  the  sake  of  procuring  a  suffi- 
Effect  of  schools  on  cient  number.     In  some  states,  one  sixth,  and  in  others, 

the  morals  and  '  ' 

stateserity  °f  °ther  one  f°urth  of  the  entire  population  is  receiving  instruc- 
tion, annually,  in  common  schools  alone ;  and  so  decided 
and  unequivocal  have  been  the  beneficial  effects,  of  these 
institutions,  upon  the  morals  and  intelligence  of  the  citi- 
zens, and  the  consequent  prosperity  of  the  States  where 
they  have  been  best  sustained  by  public  patronage,  that  an 
universal  conviction  has  resulted,  that  the  attention  of  an 
enlightend  legislature  could  not  be  drawn  to  a  subject 
more  momentous  in  its  nature,  or  more  vitally  conducive 
to  the  stability  and  only  solid  glory  of  a  free  government 

Our  first  obstacle         The  first  obstacle  to  be  surmounted  is  that  presented 

in  establishing 

schools  is  inequai-   by  the  inequalitv  of  the  counties,  both  in  extent  and  popu- 

ity  of  comities  m  •/  n  j  x     i 

fatfao! and P°pu"  lation,  as  relative  to  each  other;  and,  in  many  of  the  coun- 
ties, the  density  of  the  population  in  some  parts,  and  its 
thinness  in  others.  This  difficulty  can  only  be  effectually 
obviated  by  a  law  founded  upon  a  local  knowledge  of  all 
the  counties,  though  it  is  probable  that  such  a  law  might 
be  passed  upon  the  assumed  basis  of  the  existing  districts 
for  militia  companies.      Upon  this  branch  of  the  subject, 

The  plan  proposed  it  is  therefore  respectfully  submitted. 

1.  That  the  whole  State  shall  be  laid  off  by  law,  into 
convenient  school  districts. 

2.  That  the  Justices  of  the  Peace  for  each  county  in  the 
State,   shall,   annually,   and  at  the  same  Court  when  the 

loners  for^h  Sheriff  is  elected,  and  immediately  before  his  election, 
the  comny Courts y  choose  by  ballot,  a  majority  of  the  Justices  being  present 
on  the  bench,  not  less  than  twelve,  nor  more  than  fourteen 
persons,  who  are  either  Magistrates  or  freeholders  of  the 
county  residing  therein,  who,  when  elected,  shall  consti- 
tute the  school  commissioners  for  that  county. 


Education  Report  of  1825.  269 

3.  No  ballot  shall  be  counted,  unless  it  have  written  on 
it  a  number  of  names  equal  to  the  number  of  persons  to 
be  chosen  at  that  balloting,  nor  shall  any  one  be  deemed 
elected,  unless  he  receive  a  majority  of  all  the  votes  given 
in  at  the  balloting. 

4.  The  person  first  chosen  at  the  election  of  anv  of  the  chairman  of  the 

1  *  commissioners. 

said  school  commissioners,  or  if  there  be  more  than  one 
chosen  at  the  balloting,  when  a  choice  shall  be  made,  the 
person  having  the  highest  number  of  votes  shall  be  deemed 
chairman  of  the  Board ;  and  for  the  purpose  of  ascertain- 
ing this  with  precision,  the  Clerks  of  the  County  Courts 
shall  enter  on  their  minutes,  the  result  of  each  balloting. 
But  when  the  commissioners  are  chosen,  they  may,  at  any 
meeting,  elect  any  other  individual  their  chairman,  which 
choice  they  shall  certify,  under  their  hands  to  the  next 
County  Court,  that  the  Clerk  of  which  may  enter  the  same 
of  record. 

5.  That  the  said  school  commissioners,  shall  in  conve  Three  committee- 

„  -.      .        ,  .  ,  ,  ,  men  for  each  dis- 

nient  time  alter  their  election,  appoint  not  less  than  three  triet  appointed  by 

_  .        .        ;      county  school  com- 

freeholders.  nor  more  than  five,  in  every  school  district  in  missioned. 
their  respective  counties,   as   a   school  district   committee, 
whose  duty  it  shall  be  to  examine  instructors,  displace  such 
as  are  incompetent,  visit  the  school  at  such  times  and  as 
often  as  they  think  necessary,  and  require  of  the  master 
such   exercises   as   may   show   their   progress   in  learning.  Duties  of  commit- 
They  may  also  expel  scholars  in  case  of  misbehaviour;  and  eemen- 
no   schoolmaster  displaced  by  them,   or  scholar  expelled, 
shall  be  received  at  any  other  school  established  by  this 
law.      But  the  schoolmaster  or  scholar,  may  appeal  from 
the  sentence  of  the  district  committee  to  the  school  com- 
missioners of  the  county  whose  decision  on  the  case  shall 
be  final. 

6.  It  shall  be  the  duty  of  said  district  committee,  as 
soon  as  possible  after  their  appointment,  to  convene,  after 

ten  days  notice,   at  two  public  places  in  their  respective  tosei^schooi0* 
counties,  the  freeholders  (or  free  white  persons)  residing  Slte' 


270 


Education  Report  of  1825. 


Commissioners  to 
build  schoolhouse 
and  master's  house 
in  each  district 


Land  may  be 
condemned. 


Teacher  to  be 
selected  by  the 
people  of  the  dis- 
trict. 


Course  of  study. 


Vacancy  in  office 
of  schoolmaster ; 
how  filled. 


in  such  districts,  for  the  purpose  of  selecting  a  convenient 
scite  for  the  district  school,  and  when  the  selection  is 
made,  the  district  committee  shall  certify  the  same  to  the 
chairman  of  the  school  commissioners. 

7.  When  it  shall  be  so  certified  to  the  school  commis- 
sioners, they  shall  as  soon  as  may  be,  purchase  of  the  pro- 
prietor of  the  land,  the  number  of  acres  prescribed  by  law, 
and  thereon  cause  to  be  erected  the  necessary  buildings 
for  a  school-house,  and  the  master's  residence,  and  ever 
thereafter  keep  the  same  in  due  repair ;  and  if  the  commis- 
sioners and  the  owner  of  the  land  can  not  agree  as  to  the 
purchase,  then  the  commissioners  may  have  the  same  con- 
demned for  the  uses  aforesaid,  under  the  same  rules  and 
regulations  as  lands  may  now  be  condemned  by  law,  for  the 
purposes  of  Internal  Improvement. 

8.  That  the  school  masters  to  be  appointed  under  th< 
act  shall  be  elected  by  a  plurality  of  the  votes  of  the  free- 
holders (or  free  white  persons)  residing  within  the  dis- 
trict; but  no  one  shall  be  considered  duly  elected,  unless 
he  have  previously  produced  to  the  district  committee,  who 
are  to  preside  at  the  election,  a  certificate  from  the  chair- 
man of  the  school  commissioners,  or  from  a  majority  of 
the  board,  stating  that  he  is  duly  qualified  to  teach  read- 
ing, English,  and  the  common  rules  of  arithmetic,  viz :  ad- 
dition, subtraction,  multiplication,  division,  and  the  rule 
of  three  or  proportion ;  and  the  person  producing  such  cer- 
tificate who  has  the  greatest  number  of  votes  shall  be 
deemed  duly  elected. 

9.  Whenever  a  vacancy  occurs,  from  any  cause  in  the 
appointment  of  schoolmaster,  it  shall  be  the  duty  of  the 
district  committee  to  certify  the  same  forthwith,  to  the 
chairman  of  the  school  commissioners,  who  shall,  there- 
upon, direct  the  district  committee  to  convene  the  electors 
of  the  district  in  the  manner  above  required,  for  the  pur- 
pose of  appointing  a  successor;  and  the  result  of  such 
election  shall  be  immediately  certified  by  the  district  com- 


Education  Report  or  1825.  271 

mittee  to  the  school  commissioners.  At  the  end  of  every 
six  months,  the  district  committee  shall  give  the  school- 
master, at  his  request,  a  certificate,  stating  how  long  during 
the  last  six  months,  he  has  kept  open  school  under  this  act. 
10.  The  schoolmasters  shall  diligently  instruct  the 
scholars,  during  the  hours  prescribed  by  law,  in  the  several 
branches  of  learning  above  mentioned ;  for  which  they 
shall  be  respectively  entitled  to  demand  and  receive  from 

each   scholar    per  session;    and   if  the   parent  Saiary0fthe 

guardian  or  master,  liable  to  pay  for  any  scholar,  shall,  on  s 
demand,  neglect  or  refuse  to  do  so,  the  same  may  be  recov- 
ered by  warrant  before  any  Justice  of  the  Peace.  Every 
such  schoolmaster  shall  also  be  entitled  for  the  time  he 
hath  kept  open  school  to  receive  semi-annually  at  the  rate 
of dollars  per  annum,  to  be  obtained  in  the  fol- 
lowing manner,  viz:  As  soon  as  he  has  obtained  from  the 
district  committee,  the  certificate  hereinbefore  mentioned, 
stating  the  time  he  has  kept  school  within  the  then  last  six 
months,  and  delivered  the  same  to  the  chairman  of  the 
school  commissioners,  it  shall  be  the  duty  of  the  said  chair- 
man to  give  him  an  order  on  the  County  Trustee  for  the 
money  appearing  due  on  the  said  certificate,  which  order 
being  countersigned  by  the  clerk  of  the  said  commission- 
ers, and  presented  to  the  County  Trustee  for  payment,  it 
shall  be  his  duty  instantly  to  pay  the  same ;  and  if  he  shall 
neglect  or  refuse  so  to  do,  the  money  due  thereon  may  be  Method  of  collect- 
recovered  by  warrant  before  any  Justice  of  the  Peace ;  and  mg  salary- 
on  the  trial  of  such  warrant,  if  six  months  have  elapsed 
between  the  assessing  the  tax  hereinafter  directed  to  be 
assessed,  and  the  issuing  of  such  warrant,  the  said  Trustee 
shall  not  be  permitted  to  allege  or  plead,  that  he  has  no 
funds  in  his  hands  from  which  the  said  money  ought  to 
be  paid;  but  judgment  shall  be  rendered  against  him,  to 
be  paid  out  of  his  own  proper  goods  and  chattels :  and 
such  trustee  may  immediately  sue  for  and  recover  the 
money  from  the  sheriffs,  who  ought  to  have  collected  the 


272 


Education  Report  of  1825. 


Money  to  build 
houses  to  be  bor- 
rowed and  tax 
levied  to  pay  the 
debt. 


tax  and  paid  the  money  over  to  him,  either  by  warrant 
before  any  justice  of  the  peace,  or  by  snit  against  him  and 
his  securities  on  their  bond.  On  the  judgment  obtained 
upon  such  warrant  against  any  parent,  guardian,  county 
trustee  or  sheriff,  no  stay  of  execution  shall  be  allowed. 
And  if  any  such  defendant  shall  pray  an  appeal  from  such 
judgment,  and  shall  not  prosecute  the  same,  or  shall  not 
on  the  trial  thereof  diminish  the  original  judgment,  then 
the  appellate  court  shall  render  judgment  against  such  de- 
fendant, for  the  sum  originally  recovered,  with  interest  at 

the  rate  of per  annum  until  the  same  is  paid 

with  double  costs. 

11.  And  for  the  purpose  of  defraying  the  expense  of 
the  school  establishment  hereby  proposed,  it  shall  be  the 
duty  of  the  justices  of  each  county,  a  majority  being  on 
the  bench,  immediately  after  electing  school  commission- 
ers, and  before  they  proceed  to  the  election  of  sheriff,  to 
borrow,  or  authorise  to  be  borrowed,  a  sum  adequate  to  the 
purchasing  of  all  land  and  erecting  all  the  buildings  neces- 
sary for  the  said  establishments  within  their  county,  at 
the  same  time  assessing  on  the  county  a  tax  or  taxes,  ade- 
quate to  paying  the  interest  and  ....  per  cent  per  annum 
of  the  principal  of  the  sum  so  borrowed ;  the  proceeds  of 
which  tax  or  taxes  shall  be  pledged  to  the  creditor  or  cred- 
itors, and  shall  not  be  repealed  or  altered  until  the  wnole 
debt  is  paid  off.  And  for  defraying  the  yearly  expenses 
and  accounting  for  the  same,  it  shall  be  the  duty  of  the 
chairman  of  the  school  commissioners  to  make  out,  or 
cause  the  clerk  of  the  said  commissioners  to  make  out  an 
account  of  the  disbursements  for  the  preceding  year,  and 
to  return  the  same  together  with  an  estimate  of  the  ex- 
penses for  the  ensuing  year  to  the  County  Court  at  its 
session  when  the  succeeding  school  commissioners  are  to  be 
elected,  and  before  the  same  are  elected ;  and  it  shall 
be  the  duty  of  the  justices  of  the  said  court,  a  ma- 
jority being  on  the  bench,  immediately  after  making 
said    election,     and    before    they    proceed    to    the    elec- 


Education  Report  of  1825.  273 

tion  of  sheriffs,  to  assess  on  their  county  a  tax  or  taxes,  Tax  to  be  levied  to 

-,,-,,  pay  annual  ex- 

the  proceeds  of  which  shall  be  estimated  to  be  at  least  equal  pensesofthe 

x  x  schools. 

to  meet  all  the  expenses  as  aforesaid ;  which  tax  or  taxes 
it  shall  be  the  duty  of  the  sheriffs  of  the  county  to  collect, 
under  the  same  rules  and  regulations  that  he  collects  other 
taxes,  and  pay  over  the  proceeds  of  the  same  to  the  county 
trustee,  taking  duplicate  receipts  therefor,  and  return  his 
account  with  one  of  the  said  receipts  to  the  chairman  of 
the  county  school  commissioners,  within  six  months  after 
the  said  tax  or  taxes  are  assessed  as  aforesaid,  under  the 
penalty  of dollars.  And  the  sheriff,  before  en- 
tering into  office,  shall  give  bond  with  two  or  more  good 
securities,  in  double  the  sum  estimated  as  aforesaid,  pay- 
able to  the  chairman  of  the  county  court,  and  conditioned 
for  his  due  performance  of  the  duties  aforesaid.     And  it  Method  of  coiiect- 

*-  ing  school  taxes. 

shall  be  the  duty  of  the  county  trustee  to  pay  every  order 
drawn  on  him  by  the  chairman  of  county  school  commis- 
sioners, as  soon  as  the  same  shall  be  presented,  to  return 
his  account  to  the  said  chairman,  and  pay  over  to  him  the 
balance  of  money  in  his  hands,  if  any,  at  least  fourteen 
days  before  the  sitting  of  the  court  at  which  said  chairman 
is  to  make  his  return  as  aforesaid,  under  the  penalty  of 
dollars.     And  the  said  countv  trustee,  before  en-  Bond  for  school 

■*  moneys. 

tering  into  office,  shall  give  bond  with  two  or  more  good 
securities,  in  double  the  sum  estimated  as  aforesaid,  pay- 
able to  the  chairman  of  the  county  court,  and  conditioned 
for  the  due  performance  of  the  duties  aforesaid. 

12.  And  if  the  justices  of  any  County  Court  shall  pro- 
ceed to  the  election  of  Sheriff  without  assessing  the  taxes 
aforesaid,  then,  all  those  who  are  on  the  bench  when  such 

i      j.-  <•  en       -re  •  i         1     -n  -i       t    -n  i  •    Penalty  for  failure 

election  ot  bnerirl  is  made,  shall  be  liable  to  the  sum  esti-  to  levy  school 

taxes. 

mated  as  aforesaid  out  of  their  own  property ;  and  it  shall 
be  the  duty  of  the  State's  Attorney  for  the  said  county  to 
commence  suit  against  said  justices,  returnable  to  the  then 
next  Superior  Court  for  any  adjacent  county,  and  said 
suit  shall  be  triable  and  tried  at  the  return  term,  before 
18 


274 


Education  Report  of  1825. 


the  said  court  proceeds  to  any  other  business  on  the  docket, 
And  no  evidence  shall  be  admitted  on  the  trial  of  such 
suit,  excej)t  the  records  of  the  said  County  Court,  or  a 
copy  thereof,  showing  that  the  defendants  were  on  the 
bench  of  said  court  and  did  elect  a  sheriff  without  assessing 
the  tax  or  taxes  aforesaid,  and  if  judgment  shall  pass 
against  the  defendant,  the  same  shall  be  final  to  all  intents 
and  purposes,  without  being  questioned  or  questionable  in 
any  other  court  whatever.  And  it  shall  be  the  duty  of  the 
Clerk  of  the  Superior  Court,  immediately  after  the  termi- 
nation of  that  term,  to  issue  and  deliver,  or  cause  to  be 
delivered,  to  the  sheriff  of  the  county  where  the  defendants 
reside,  an  execution  on  said  judgment ;  and  it  shall  be  the 

duty  of  such  sheriff,  within days  after  the  delivery, 

to  levy  the  money  due  on  such  execution,  and  pay  it  over 
to  the  chairman  of  the  county  school  commissioners,  under 

the  penalty  of dollars  ;  and  the  said  chairman  shall 

apply  the   said   money  towards   defraying  the   school   ex- 
penses of  the  said  current  year, 
chairman  of  13.   The  chairman  of  the  county  school  commissioners, 

commissioners  to    mav  at  anv  time  visit  anv  district  school  within  his  county ; 

supervise  schools.  •' 

Powers  limited.  and  make  any  order,  rule  or  regulation,  for  the  government 
thereof,  and  every  order,  rule  or  regulation  so  made  shall 
be  final  and  conclusive,  unless  where  he  dismisses  a  school- 
master or  expels  a  scholar,  in  which  case  such  schoolmaster 
or   scholar,    or    any    one    in    their    behalf,    may    take    an 

Records  of  acts  of    appeal  to  the  county  school  commissioners,  whose  decision 

chairman  to  be  inn        r>       i  a       i      i  •  -i      i      •  in 

kept.  shall  be  final.      And  the  said  chairman  shall  report  every 

order,  rule  or  regulation  made  by  him  as  aforesaid  to  the 
clerk  of  the  county  school  commissioners,  and  have  it  en- 
tered on  their  minutes.  And  if  it  shall  be  deemed  neces- 
sary, on  any  such  visitation,  or  at  a  meeting  of  any  county 
school  commissioners,  to  examine  any  witness  on  oath  con- 
cerning any  matter  then  and  there  under  consideration, 
such  chairman  shall  administer  such  oath,  and  if  such 
witness  knowingly  and  wilfully  answers  falsely  to  a  ma- 


Education  Report  of  1825.  275 

terial  question,  lie  or  she  shall  be  guilty  of  perjury,  aud 
liable  to  all  the  penalties  thereof. 

14.  Every  county  court  may,   either   at  the  beginning 

or  end  of  the  year,  a  majority  of  the  justices  being  on  the  Pay  of  chairman, 
bench,  make  some  reasonable  allowance  to  its  chairman  of 
county  school  commissioners. 

15.  The  clerk  of  the  countv  court  shall  act  as  clerk  and  cierk  of  county 

court  to  be  clerk  of 

keep  the  accounts  of  the  comity  school  commissioners  for  s^ers*30™™8" 
his  county;  and  every  sheriff  shall  promptly  serve  all  no- 
tices, by  the  chairman  of  the  school  commissioners  deliv- 
ered to  him  to  be  served,  but  no  such  clerk  or  sheriff  shall 
be  entitled  to  any  specific  compensation  for  such  services — ■ 
but  they  shall  be  considered  as  part  of  the  extra  services 
for  which  county  courts  usually  make  allowances." 

coxci/c/sioisr. 

The  foregoing  details  as  to  the  assessment  and  collection 
of  a  tax  for  the  purpose  of  defraying  the  expense  of  the 
institution,  have  been  entered  into  by  the  undersigned, 
under  a  belief,  that  if  the  Legislature  should  adopt  that 
mode  of  raising  a  fund,  it  is  of  the  utmost  consequence  to 
the  success  of  the  system,  that  the  performance  of  the  du-  perf0rmance  of 
ties  assigned  to  the  justices,  should  be  enforced  by  every  pern  of  private 
reasonable  sanction,  since  the  neglect  of  those  duties  in 
any  one  county,  would  at  once  paralize  every  movement; 
and  enjoining  the  performance  of  a  public  duty  at  the 
peril  of  private  responsibility,  is  but  following  the  spirit 
of  laws  already  in  the  statute  book.  The  nature  of  the 
remedy  assigned  to  the  schoolmasters,  arose  from  the  pre- 
sumption that  they  would  for  the  most  part  be  dependent 
upon  their  salaries,  solely,  for  the  actual  means  of  subsis- 
tence, and  that  any  delay  in  the  payment  of  them  might 
prove  ruinous. 

If  however  the  wisdom  of  the  Legislature  should  adopt  other  measures 

,  -i  -,  c  t     c  •  ,  i  i    may  be  taken  if 

other  ways  and  means  for  defraying  the  expenses,   such  taxation  plan  is 

not  adopted. 

as  creating  a  permanent  fund,  payable  out  of  the  treasury, 
or  setting  apart  for  the  same  purpose,  the  Bank  Stock  be- 


276  Education  Report  of  1825. 

longing  to  the  Public,  and  its  shares  in  the  several  naviga- 
tion companies,  some  of  which,  it  is  understood,  are  about 
to  become  productive,  then  punctuality  would  be  insured, 
and  the  above  suggestions  superseded.  Which  is  respect- 
fully submitted1. 

John  Louis  Taylor, 
P.  Browne, 
Jos.  Caldwell, 
Dun.   Cameron. 
Nov.  23,  1825. 

Report  ordered  jn  House  of  Commons  13th  Dec.  1825.     Eead  and  or- 

printed  by  House. 

dered  to  be  sent  to  the  Senate  with  a  proposition  that  the 
same  with  the  accompanying  Report  be  printed  4  copies 
for  each  member. 

In  Senate  Dec.    14   1825.     Referred  to  the   Com.   on 
Education. 

— From   Unpublished  Legislative  Documents,  1825-26. 
House  action  Dec.  14,  1825. — Received  from  the  House  of  Commons. 

approved  by 

Senate.  a  message  from  his  Excellency  the  Governor,  enclosing  a 

report  from  the  committee  appointed  by  the  last  Legisla- 
ture to  prepare  a  plan  or  system  of  Public  Education,  ac- 
companied with  a  proposition  from  that  House  that  the 
same  be  printed,  four  copies  for  each  member ;  which 
proposition  was  agreed  to. 

— Senate  Journal,  1825,  p.  4-1. 


'This  report  is  in  the  handwriting  of  Judge  Taylor. 


10.    ATTEMPT  TO  KAISE   SCHOOL  FUND  BY  LOTTERY. 

In  Senate  Dec.   15th,  1825.     Read  the  first  time  andggjrBgleson 
passed  and  motion  of  Mr.  Sneed  referred  to  the  Com.  on 
Education. 

In  Senate  Dec.  2 2d,  1825.  Reported  without  amend- 
ment and  the  Bill  made  the  order  of  the  day  for  tomor- 
row1. 

In  Senate  Dec.  23d,  1825.  Read  the  second  time  and 
passed. 

In  Senate  Dec.  24th,  1825.  Committed  on  motion  of 
Mr.  Speight  of  Greene  to  a  Com.  of  the  whole  house,  to 
whom  was  referred  the  Bill  for  the  promotion  of  Educa- 
tion and  made  the  order  of  the  day  for  Monday  next2. 

In  Senate  Dec.  26th,  1825,  reported  by  the  Com.  and 
on  motion  of  Mr.  Sneed  was  ordered  to  be  laid  on  the 
Table. 

In  Senate  Dec.  30th  1S25.  On  motion  of  Mr.  Hill  of 
Franklin,  the  Bill  was  indefinitely  postponed.  (See  Sen- 
ate Journal  1825-26,  p.  80.) 

A  BILL  TO  AID  IN  THE  ESTABLISHMENT  OE  A 
FUND  FOP,  THE  SUPPORT  OF  SCHOOLS  FOR 
THE  CONVENIENT  INSTRUCTION  OF  YOUTH, 
ETC. 

Be  it  enacted  by  the  General  Assembly  of  the  State  of 
North  Carolina  and  it  is  hereby  enacted  by  the  authority 
of  the  same,  That  the  Governor  of  this  State  shall  be  em-  Governor  empow- 

ered  to  contract 

powered  and  is  hereby  directed  to  contract  tor  the  vending  for  vending  a 

.  .  lottery. 

of  Lotterv  schemes  and  Tickets  therein,  and  drawing;  the 
same  on  the  sole  responsibility  of  the  contractors  without 
liability  for  the  management  of  said  Lotteries,  or  payment 
of  the  prizes  on  the  part  of  the  State ;  and  that  such  con- 


1  The  report  was  made  by  Charles  A.  Hill,  of  Franklin,  on  Dec.  22, 
1825.     See  Senate  Journal,  1825-26,  p.  57. 

2  See  Senate  Journal,  1825-26,  p.  65.    Jesse  Speight,  Greene  county. 

277 


278  School  Fund  by  Lottery. 

tracts  may  be  made  for  a  specific  sum  for  such  scheme  oi 
a  given  amount  as  the  Governor  for  the  time  being  shall 
deem  prudent. 

And  be.  it  further  enacted,  That  the  amount  of  money, 

which  shall  from  time  to  time  be  so  raised,  and  agreed  to 

be  paid  by  such  contract  shall  be  paid  over  by  the  contract' 

or  or  contractors  to  the  Treasurer  of  this  State ;  by  whom 

Profits  to  go  to  the  the  same  shall  be  invested  in  some  safe  and  productive 

common  school  .  .  -it- 

fund.  manner,   and  to   constitute  with  such   other   additions   as 

may  be  made  by  future  legislative  provision  a  permanent" 
fund  for  the  purpose  of  diffusing  the  benefits  of  a  common 
school  education  to  be  called  "The  common  school  fund  of 
]STorth  Carolina." 

And  whereas  many  Lottery  grants  for  the  purpose  of 
aiding  sundry  academies  in  this  State  have  been  at  differ- 
ent times,  made  by  the  Legislature,  most  of  which  are 
without  limitation  of  time  and  are  therefore  vested  in  the 
grantees ;  therefore, 

Be  it  enacted  by  the  General  Assembly  of  the  State 
aforesaid,  and  it  is  hereby  enacted  by  the  authority  of  the 

Arrangements        Same,  That  the  Governor  be  authorized  to  make  arrange- 

with  academies  •  i       1       i     i  i  c 

authorized  to  raise  ments  with  the  holders  of  such  grants  who  may  make  ap- 

money  by  lottery.  ....  ... 

plication  within  two  years  after  the  ratification  of  this  act, 
by  which  they  shall  be  entitled  to  receive  such  proportion 
of  the  whole  amount  of  money  raised  by  said  lotteries 
(after  deducting  one-fourth  part  to  be  paid  into  the  Treas- 
ury, in  pursuance  of  this  act)  in  the  rate  of  the  amount 
of  each  grant,  except  such  as  are  already  under  contract 
which  are  first  to  be  completed. 

And  be  it  further  enacted  that  in  making  contracts 
under  this  act,  privilege  may  be  given  to  the  contractors  to 
combine  the  Lotteries  of  this  State  with  those  of  any  other 
State  or  States1. 


xThis  bill  was  introduced  in  the  Senate,  Thursday,  Dec.  15,  1825,  by 
William  M.  Sneed,  of  Granville.     See  Senate  Journal,  1825-26,  p.  43. 


11.     THE  LITERAET  FUND  LAW. 

Thursday,  December  22,  1825. — Mr.  Hill1,  of  Franklin,  introduction  of 

*•'  ?  _  school  fund  bill  in 

from  the  Committee  on  Education,  reported  a  bill  to  ere-  Senate, 
ate  a  fund  for  the  establishment  of  Common  Schools,  and 
for  the  support  thereof;  which  was  read  the  first  time,  and, 
on  motion  of  Mr.  Seawell2,  ordered  that  the  bill  be  printed  ; 
and  it  was  further  ordered,  on  motion  of  Mr.  Boykin3. 
that  the  same  be  committed  to  a  committee  of  the  Whole 
House,  and  made  the  order  of  the  day  for  Monday  next. 

— Senate  Journal,  1825-26,  pp.  58-59. 

Monday,  Dec.  26,  1825. — The  Senate  resolved  itself  in  Bin  considered  in 

.  _  _  .  ,.         .       committee  of  the 

to  a  committee  oi  the  whole  House,  Mr.  .Pickett  m  the  whole, 
chair,  to  take  into  consideration  the  bill  to  create  a  fund 
for  the  establishment  and  support  of  schools  for  the  con- 
venient instruction  of  Youth  ;  and,  after  some  time  spent 
therein,  the  committee  rose,  the  Speaker  resumed  the 
Chair,  and  Mr.  Pickett,  the  Chairman,  reported  the  first 
mentioned  bill  with  an  amendment;  which  was  agreed  to 
by  the  Senate,  and  the  said  bill  was  read  the  second  time 
and  passed.  Mr.  Pickett,  from  the  committee  of  the 
Whole  House,  then  reported  the  bill  to  aid  in  the  establish- 
ment of  a  fund  for  the  support  of  schools  for  the  conveni- 
ent instruction  of  youth,  etc.,  without  amendment;  which, 
on  motion  of  Mr.  Sneed,  was  ordered  to  be  laid  on  the 
table. 

— Senate  Journal,  1825-26,  p.  67. 

Tuesday,  Dec.  27,  1825. — The  bill  to  create  a  fund  for  Third  reading  in 
the  establishment  of  common  schools  was  read   the  third  "ena  •" 
time  and  ordered  to  be  engrossed. 

— Senate  Journal,  1825-26,  p.  69. 

1  Charles  A  Hill,  Franklin. 

2  Henry  Spawell,  Wake. 

3  Thomas  Boykin,  Sampson. 

4  Joseph  Pickett,  Anson. 

279 


280 


The  Literary  Fund  Law 


Bill  passes  House 
without  division. 


Senate  agrees  to 
House  amend- 
ment. 


Tuesday,  Jan.  3,  1826. — The  engrossed  bill  to  create  a 
fund  for  the  establishment  of  common  schools  was  read 
the  second  and  third  times,  amended,  and  passed.  Or- 
dered that  the  said  bill  be  sent  to  the  Senate,  with  a  mes- 
sage, asking  the  concurrence  of  that  House  with  said 
amendment.1 

— House  Journal,  1825-26,  p.  206. 

Wednesday,  Jan.  4,  1826. — Received  a  message  from 
the  House  of  Commons  stating  that  they  have  passed  the 
engrossed  bill  to  create  a  fund  for  the  establishment  of 
common  schools,  with  an  amendment,  to  strike  out  the  last 
section  of  the  bill ;  in  which  they  ask  the  concurrence  of 
the  Senate.  Which  amendment  was  agreed  to,  and  the 
bill  was  ordered  to  be  enrolled. 

—Senate  Journal,  1825-26,  p.  90. 


Funds  set  aside 
for  education. 


AN  ACT  TO  CREATE  A  FUND  FOR  THE  ESTAB- 
LISHMENT OF  COMMON  SCHOOLS. 

I.  Be  it  enacted  by  the  General  Assembly  of  the  State 
of  North  Carolina,  and  it  is  hereby  enacted  by  the  au- 
thority of  the  same,  that  a  fund  for  the  support  of  Com- 
mon and  convenient  Schools  for  the  instruction  of  youth, 
in  the  several  Counties  of  this  State,  be,  and  the  same  are 
hereby  appropriated,  consisting  of  the  dividends  arising 
from  the  stock  now  held,  and  which  may  hereafter  be  ac- 
quired by  the  State  in  the  Banks  of  Newbern  and  Cape 
Fear,  and  which  have  not  heretofore  been  pledged  and  set 
apart  for  internal  improvements ;  the  dividends  arising 
from  stock  which  is  owned  by  the  State  in  the  Cape  Fear 
Navigation  Company,  the  Roanoke  Navigation  Company, 
and  the  Clubfoot  and  Harlow  Creek  Canal  Company;  the 
tax  imposed  by  law  on  licenses  to  the  retailers  of  spirituous 


'This  bill  was  passed  without  division   in   the  House, 
created  no  division  in  the  Senate. 


The  bill 


The  Literary  Fund  Law.  281 

liquors  and  auctioneers ;  the  unexpended  balance  of  the 
Agricultural  Fund,  which  by  the  Act  of  the  Legislature, 
is  directed  to  be  paid  into  the  public  Treasury ;  all  monies 
paid  to  the  State  for  the  entries  of  vacant  lands,  (except 
the  Cherokee  lands;)  the  sum  of  twenty-one  thousand  and 
ninety  dollars,  which  was  paid  by  this  State  to  certain 
Cherokee  Indians,  for  reservations  to  lands  secured  by 
them  by  treaty,  when  the  said  sums  shall  be  received  from 
the  United  States  by  this  State ;  and  of  all  the  vacant  and 
unappropriated  swamp  lands  in  this  State,  together  with 
such  sums  of  money  as  the  Legislature  may  hereafter  find 
it  convenient  to  appropriate  from  time  to  time. 

II.  Be  it  further  enacted,  That  all  the  sums  of  money 
which  have  accrued  since  the  first  day  of  JSTovember  last, 
or  which  may  hereafter  accrue  as  aforesaiel,  shall  be,  and 
the  same  is  hereby  vested  in  the  Governor  of  the  State,  the 
Chief  Justice  of  the  Supreme  Court,  the  Speaker  of  the 
Senate,  the  Speaker  of  the  House  of  Commons,  and  the 
Treasurer  of  the  State,  for  the  time  being;  and  they  and 
their  successors  in  office  are  hereby  constituted  a  body  cor- 
porate and  politic,  under  the  name  of  the  President  and  President  and 

directors  of  the 

Directors  of  the  Literarv  Fund,  with  power  to  sue  and  be  literary  fund 

1  created  and  given 

sued,  plead  and  be  impleaded,  and  to  hold  real  and  per-  gC^0|;fft'n|1he 
sonal  property,  and  to  sell,  dispose  of  and  improve  the 
same,  to  effect  the  purposes  of  promoting  learning,  and  the 
instruction  of  youth.  The  Governor  shall  be  President 
of  the  Board,  and  any  three  of  the  Directors  shall  consti- 
tute a  quorum  for  the  transaction  of  business  relative  to 
the  said  fund ;  and,  in  the  absence  of  the  Governor,  they 
shall  have  authority  to  appoint  a  President  for  the  time 
of  such  absence.  They  shall  cause  to  be  kept  by  the  Treas- 
urer of  the  State  a  regular  account  of  all  such  sums  of 
money  as  may  belong  to  the  said  fund,  the  manner  in 
which  the  same  has  been  applied  and  vested,  and  they 
shall  make  an  annual  report  thereof  to  the  Legislature, 
with  such  recommendations  for  the  improvement  of  the 
s°me,  as  to  them  shall  seem  expedient. 


282 


The  Literary  Fund  Law. 


investment  of  III.  Be  it  further  enacted,  That  the    President    and 

funds  in  certain 

securities.  Directors  of  the  Literary  fund  hereby  created  are  author- 

ized to  vest  any  part  or  whole  of  the  said  fund,  in  the 
Stock  of  any  of  the  Banks  of  this  State,  or  of  the  United 
States  and  at  all  times  to  change,  alter  and  dispose  of  the 
same,  and  of  any  real  and  personal  estate  belonging  to  the 
said  fund,  in  such  manner  and  upon  such  terms,  as  may  in 
their  opinion  be  best  calculated  to  improve  the  value 
thereof. 

Application  of  jy.  Be  it  further  enacted,  that  the  fund  hereby  created 

funds  to  the  J 

nithetseveraiyouth  snall  De  applied  to  the  instruction  of  such  children  as  it 
tionVfiS  whUer  may  hereafter  be  deemed  expedient  by  the  Legislature  to 
instruct  in  the  common  principles  of  reading,  writing  and 
arithmetic ;  and  whenever,  in  the  opinion  of  the  Legisla- 
ture, the  said  fund  shall  have  sufficiently  accumulated,  the 
proceeds  thereof  shall  be  divided  among  the  several  Coun- 
ties, in  proportion  to  the  free  white  population  of  each,  to 
be  managed  and  applied  in  such  way  as  the  Legislature 
shall  hereafter  authorize  and  direct. 


population. 


-—Laws  of  1825-26,  Chapter  I. 


12.    MEMORIAL  OF  ORANGE  SUNDAY  SCHOOL  UNION. 

In  House  of  Commons  14-Dec-1825,  read  and  referred  gfSSKi.011 
to  Com.  on  Education.1 

— House  Journal,  1825,  p.  11/-8. 

To  the  Honourable,  the  General  Assembly  of  the  State 
of  North  Carolina,  convened  in  the  City  of  Raleigh — The 
memorial  of  sundry  citizens  of  the  County  of  Orange,  com- 
posing the  officers  of  the  Sunday  School  Union  of  said 
County  and  other  citizens  of  the  same. 

The  undersigned,  feeling  a  deep  interest  in  the  youth  Asks  aid  for  sun- 
°  .  ,  .  daJ" Schools  °f 

of  our  State,  and  more  especially  of  the  children  of  the  0ranse  county. 

indigent  and  ignorant,  beg  leave  to  present  to  your  honor- 
able body  the  subject  of  Sunday  Schools,  as  an  object  of 
Legislative  aid,  and  particularly  to  solicit  such  aid  as  in 
your  wisdom  may  be  deemed  best,  to  support  and  extend 
the  Schools  under  the  care  of  the  Sunday  School  Union 
of  our  County.  In  doing  this,  they  feel  it  their  duty  to 
present  to  your  honorable  body,  a  brief  view  of  the  origin, 
design,  and  effect  of  these  benevolent  institutions,  that 
you  may  be  the  better  prepared  to  pass  upon  the  merits  of 
their  petition. 

Sunday  Schools  owe  their  origin  to  the  active  benevo-  origin  of  Sunday 
lence  of  an  English  Gentleman  named  Robert  Raikes,  who 
passing  through  the  streets  of  one  of  their  populous  towns, 
on  the  Sabbath  Day,  and  beholding  many  children  engaged 
in  idle  play,  whom  he  found  on  enquiry  unable  to  read, 
proposed  to  have  them  instructed  on  the  Sabbath  gratui- 
tously if  they  would  attend.  Such  is  the  origin  of  these 
benevolent  institutions,  which  experience  has  shown  to 
have  the  most  salutary  influence  on  the  youth  of  all  coun- 
tries where  thev  have  been  introduced. 


'This  memorial  was  presented  by  John  Scott,  of  Hillsborough. 


283 


284  Orange  Sunday  School  Union". 

object  of  their  The  design  of  Sundav  Schools  is  to  instruct  the  young 

establishment.  °  °  "  ° 

and  ignorant  children  of  the  indigent,  and  others  indis 
criminately,  in  reading  and  spelling,  in  sound  morals  and 
in  the  first  principles  of  natural  and  revealed  religion. 
The  instructors  are  persons  of  tried  integrity  and  experi- 
ence; and  the  whole  course  of  instruction  tends  to  the  im- 
provement of  the  moral  character  of  the  young.  The  la- 
bors of  the  Teachers  and  officers  are  entirely  gratuitous. 
Sundaye|chooisg  Sunday  Schools  were  in  successful  operation  as  early  as 
m  1822.  1822^  in  Great  Britai]Qj  inland,  France,  Holland,  India, 

Ceylon ;  in  the  South  Sea  Islands,  West  Africa,  South 
Africa,  \New  Foundland,  the  West  Indies,  and  our  own 
happy  country. — In  Ireland  by  the  report  of  the  Sunday 
School  Society  in  1822,  there  were  1538  schools— 173,384 
learners  and  10,370  gratuitous  teachers. 

schools  in  Ireland.  Of  the  effects  of  Sunday  Schools  in  Ireland,  a  gentle- 
men engaged  in  their  benevolent  operations  thus  testifies: 
"There  have  been  150,000  children  and  7,000  adults  in 
the  schools  of  the  Hibernian  Society  since  the  commence- 
ment, and  I  have  never  heard  of  one  scholar  who  has  been 
educated  by  us,  being  arraigned  for  any  crime." 

in  Great  Britain.  In  Great  Britain,  in  1822,  there  were  5,637  schools. 
50,375  teachers,  and  656,542  learners.  Since  that  period 
the  number  has  greatly  increased,  and  the  effects  are  daih 
becoming  more  sensibly  beneficial. 

In  our  own  Country  these  institutions  have  an  existence 
in  almost  every  State  in  the  Union,  and  have  been  invari- 
ably attended  with  marked  advantage  to  the  young.     The 

Sunday  schools  in  Sunday  School  Societv  of  Orange  Countv  has  under  its 

Orange  county  "  " 

have  taught  many  care  22  Schools  in  which  are  instructed  from  800  to  1,000 

children  to  read.  ' 

children,  many  of  whom, — the  children  of  the  poor,  who 
would  otherwise  have  been  brought  up  in  utter  ignorance 
and  vice,  have  been  taught  to  read  and  trained  to  habits 
of  moral  reflection  and  conduct.  The  schools  have  been 
heretofore  supplied  with  books  for  the  most  part  by  the 
charity  of  the  public,  and  it  is  to  furnish  the  necessary 


Orange  Sunday  School  Union.  2rf5 

books,  that  your  memorialists  prav  for  such  aid,  as  that  Funds  asked  to 

^  .  buy  books. 

the  sum  of  25  ets.  per  annum  may  be  paid  for  every  Sun- 
day School  learner  under  their  care,  out  of  the  public 
taxes,  in  such  manner  and  to  such  person  for  their  use,  as 
in  your  wisdom  you  may  deem  best.  And  your  memo- 
rialists would  further  pray  a  similar  provision  for  all  the 
Sunday  Schools  formed,  or  which  may  be  formed  within 
the  limits  of  our  County  and  throughout  our  State. 

J.  Webb,  President. 

William  Kirkland,  1st  Vice-President. 

Wm.  Xorwood,  2nd  Vice-President. 

F.  Rash,  3rd  Vice-President. 

John  Kirklaxd,  Treasurer. 

J.  W.  Xorwood,  Eecording  Secretary. 

-J.  Witherspoon,  Corresponding  Secretary. 

Dennis  Heartt,     \ 

Wm.  Huntington,  / 

J.  G.  Bacon,  /     Managers. 

Elam  Alexander,  \ 

Wm.  Bingham,         ) 

The  memorial  is   also   signed  by   28   other  citizens   of 
Orange  County. 

— Unpublished  Legislative  Documents,  1825. 

The  Committee  to  whom  was  referred  the  memorial  of  Report  of  commit- 

....  ,,     .         „  r   r\  .,      tee  on  memorial. 

sundry  citizens  ol  the  County  ol  Orange,  composing  the 
officers  of  the  Sunday  School  Union  of  said  County,  and 
other  citizens  of  the  same  under  their  consideration  report : 
That  it  is  inexpedient  to  grant  the  prayer  of  the  peti- 
tioners and  therefore  recommend  its  rejection. 

1ST.  J.  Drake,  Chm. 

In  the  House  of  Commons   22-Dec-1825,  read  and  con-  clerk's  entry  on 
curred  with.  report. 

- — House  Journal,  1825,  p.  170. 


Desirability  of 
publication  of  the 
history. 


$15,000  authorized 
to  be  raised  by 
lottery. 


Access  to  records 
by  author. 


Three  drawings 
only. 


13,  LOTTERY  FOR  PUBLICATION  OF  NORTH  CAROLINA 
HISTORY. 

An  Act  to  encourage  the  publication  of  a  Historical  and 
Scientific  Work  on  this  State. 

Whereas,  It  is  represented  to  this  General  Assembly  by 
Archibald  D.  Murphey,  of  the  county  of  Orange,  that  he 
hath  been  for  several  years  engaged  in  collecting  and  ar- 
rangeing  materials  for  an  extensive  and  historical  and  sci- 
entific work  on  this  State,  and  that  the  completion  of  said 
work  requires  the  aid  of  the  General  Assembly ;  and  where- 
as the  publication  of  such  a  work  is  much  desired,  and 
would  be  useful  and  creditable  to  the  State ; 

Be  it  enacted  by  the  General  Assembly  of  the  State  of 
North  Carolina  and  it  is  hereby  enacted  by  the  authority 
of  the  same,  That  the  said  Archibald  D.  Murphey  be,  and 
is  hereby  authorised  to  raise  by  way  of  Lottery  from  time 
to  time,  the  sum  of  fifteen  thousand  dollars,  for  the  prose- 
cution and  completion  of  said  work. 

II.  And  be  it  further  enacted,  That  the  said  Archibald 
D.  Murphey  have  liberty  to  examine  the  public  records  in 
the  Executive  office,  and  in  the  Offices  of  the  Secretary  of 
State  and  Comptroller,  and  also  the  files  of  the  Senate,  and 
of  the  Llouse  of  Commons  of  the  General  Assembly,  and  to 
make  therefrom  such  extracts  as  he  may  think  proper. 

III.  And  be  it  further  enacted  by  the  authority  afore- 
said, That  it  shall  not  be  lawful  under  any  pretence  what- 
ever, to  have  more  than  three  classes  of  drawings  of  the 
saiel  Lottery,  for  the  purpose  of  raising  the  sum  required 
by  this  act. 

Read  three  times  and  ratified  in  General  Assembly,  4th 
of  January,  1826. 

John  Stanley,  S.  H.  C. 
B.  Yancey,  S.  S. 


-Laws  1825-26,  Clap.  XXXV. 


286 


14,     ATTEMPTED  LEGISLATION. 

To  Prevent  Education  of  Slaves. — House  Journal, 
Tuesday,  December  27,  1825:  Mr.  Stedman  (Wm.  W. 
Stedman,  of  Gates)  presented  a  bill  to  prevent  persons 
from  educating  slaves.  The  said  bill  was  read  the  first 
time,  and,  on  motion,  rejected. 

— House  Journal,  IS 25,  p.  183. 

To   Ix CORPORATE    TRUSTEES    OF    OXFORD   pRESBYTERIAX 

Church. — House  Journal,  Friday,  Dec.  23,  1825 :  Mr. 
(John)  Glasgow  (Granville)  presented  a  bill  to  incorpo- 
rate the  trustees  of  the  Presbyterian  Church  in  Oxford. 
The  said  bill  was  read  the  first  time  and  rejected.1 

— House  Journal,  182-5,  p.  174- 


1  This  and  similar  bills  were  rejected  on  constitutional  grounds.  It 
was  claimed  the  passage  of  such  bills  would  be  a  union  of  Church  and 
State. 


287 


15.  LOTTERIES  FOE  ACADEMIES  REFUSED.* 

A  Bill  for  the  relief  of  the  Trustees  of  the  Williams- 
borough  Academy. 

$10,000  authorized.  Be  it  enacted  by  the  General  Assembly  of  the  State  of 
]STorth  Carolina,  and  it  is  hereby  enacted  by  the  authority 
of  the  same,  That  the  Trustees  of  the  William sborough 
Academy  be  and  they  are  hereby  authorized  to  raise  by 
one  or  more  lotteries  the  sum  of  Ten  Thousand  Dollars. 

Entries  on  bin.  In   Senate  Dec.   22,   1825:     Read  the  first  time   and 

passed. 

In  Senate  Dec.  23,  1825 :  Bead  the  2nd  time  and  or- 
dered that  the  Bill  do  not  pass. 

A  Bill  to  change  the  corporate  name  of  the  "Trustees  of 
the  Richmond  Academy,"  and  to  authorize  said  trustees 
to  raise  ten  thousand  dollars  by  way  of  Lottery. 

Name  changed.  Be  it  enacted  by  the  General  Assembly  of  the  State  of 

North  Carolina  and  it  is  hereby  enacted  by  the  authority 
of  the  same,  That  the  corporate  name  of  "The  Trustees  of 
the  Richmond  Academy"  be  so  altered  that  said  Trustees 
be  hereafter  styled  "Trustees  of  the  Richmond  Euphra- 
dian  Academy." 

$10,000  authorized.  And  be  it  further  enacted,  That  said  Trustees  may,  by 
one  or  more  lotteries,  raise  a  sum  not  exceeding  ten  thou- 
sand dollars,  for  the  benefit  of  this  Institution. 

Entries  on  mil  jn   Senate  Dec.   17,   1825:     Read   the  first  time   and 

passed. 

In  Senate  Dec.  19,  1825 :  Read  and  ordered  to  lie  on 
the  table. 

In  Senate  Dec.  23,  1825 :  Read  the  second  time  and 
ordered  that  the  same  do  not  pass. 


]The  refusal  to  pass  these  bills  was  justified  by  Charles  A.  Hill  and 
others  on  moral  grounds.  The  debate  on  the  subject  of  lotteries  is 
omitted  here,  as  it  is  given  at  another  place. 

288 


Lotteries  foe  Academies  Refused.  289 

THE  PETITION  OF  THE  FRAXKLIX  LIBRARY 
SOCIETY: 

To  the  Honorable  the  General  Assembly  of  the  State  of 

Xorth  Carolina : 

The  Franklin  Library  Society  established  in  the  Town 
of  Hillsborough  on  the  seventh  (7)  day  of  February,  Anno 
Domino,  one  thousand  eight  hundred  and  twenty-two,  and 
incorporated  by  the  General  Assembly  on  the  25th  of  De- 
cember following,  for  the  promotion  of  learning  and  culti-  mstory  and  pur- 
vation  of  virtue,  has  since  its  organization  been  productive  . 

of  much  usefulness,  and  patronized  in  a  small  degree  by 
many  of  the  friends  of  Literature ;  but  the  funds  of  the 
institution  prove  insufficient  to  enable  it  to  be  productive 
to  that  extent  of  usefulness  which  it  otherwise  might  be. 
Thankful  as  we  are  for  the  patronage  we  have  already 
received  from  the  General  Assembly,  and  believing  as  we 
do,  that  your  Honorable  Body  are  even  willing  to  patronize 
institutions  having  for  their  end,  objects  so  laudable  in 
their  nature,  in  endeavouring  to  inculcate  in  the  human 
mind,  those  principles  which  are  requisite,  and  necessary 
to  be  possessed  by  the  citizens  of  a  free  Government, — • 
pray  that  they  may  be  allowed  to  raise,  by  lottery,  a  sum 
not  exceeding  three  thousand  dollars,  under  the  direction  .  ,   , . 

»  '  Asked  to  raise 

of  such  managers  as  they  may  appoint ;  which  sum  shall  S3-000- 
be  appropriated  in  the  purchase  of  useful  books,  to  add  to 
the  Library   of  the   Institution   and   for   other  necessary 
purposes. 

Signed  by  order  of  the  Society,  by  the  officers  thereof 
on  the  14th  day  December,  Anno  Domino  one  thousand 
eight  hundred  and  twenty-five. 

Nathaniel  Jones  Palmer.  Pres. 

Richard  S.  Clinton,  Yice-Pres. 

Jos.  Wood,  Secretary. 

Officers 

Charles  L.  Cooley,  Treasurer. 
Thos.  C.  Palmer,  Librarian. 
Robert  Wynne,  Attorney. 

In  House  of  Commons  Dec.  23.  1825;     Read  and  in-  Rejected. 
definitely  postponed. 
19 


1826 

1.  COMMENT  ON  SCHOOL  LAW  OF  1825, 

2.  MANUMISSION,  BY  RALEIGH  REGISTER. 

3.  GOV.  BURTON'S  MESSAGE  ON  EDUCATION. 

4.  ASSEMBLY  COMMITTEES  ON  EDUCATION. 

5.  PROPOSED  LOTTERY  FOR  PUBLIC  SCHOOLS. 

6.  LOTTERY  FOR  INCREASE  LITERARY  FUND  AND  PUBLICA- 

TION OF  NORTH  CAROLINA  HISTORY. 

7.  POTTER'S  POLITICAL  COLLEGE  BILL. 

8.  POTTER'S  SPEECH  ON  HIS  POLITICAL  COLLEGE  BILL 

9.  DISCUSSION  OF  THE  MORALITY  OF  LOTTERIES. 

10.  FAILURE  OF  BILL  TO  ENCOURAGE  SUNDAY  SCHOOLS. 

11.  FAILURE  OF  ATTEMPT  TO  INCREASE  LITERARY  FUND. 

12.  FAILURE  STATISTICAL  INFORMATION  BILL. 

13.  FAILURE  OF  BILL  TO  PROHIBIT  TEACHING  COLORED  AP- 

PRENTICES. 

14.  ORGANIZATION  OF  LITERARY  BOARD. 

15.  FIRST    REPORT   OF   LITERARY    BOARD    TO    LEGISLATURE 

1826-27. 

16.  LOTTERIES  FOR  ACADEMIES  REFUSED. 


290 


1.     COMMENT  ON  SCHOOL  LAW  OF  1825. 

Our  Legislature  adjourned  on  Wednesday  last,  after  a 
session  of  45  days,  in  which  were  passed  36  acts  of  a  gen- 
eral nature,  and  115  for  local  objects. 

Perhaps  the  most  important  act  of  the  session  is  that  school  bill  the 

•"-  x  most  important 

providing  a   fund  for  the  establishing  Common   Schools  legislation  of  the 

1  o  o  year. 

throughout  the  State,  in  compliance  with  the  injunction  of 
our  Constitution,  which  provides,  "that  a  School  or  Schools 
shall  be  established  by  the  Legislature,  for  the  convenient 
instruction  of  youth,  with  such  salaries  to  the  masters, 
paid  by  the  public,  as  may  enable  them  to  instruct  at  low 
prices."     And  though  the  funds  at  present  provided  ma v  Fund  not  large 

.  ..."    enough. 

not  be  sufficient  completely  to  accomplish  this  object, 
they  will  enable  a  future  Legislature  to  commence  the 
operations  of  the  plan.  Owing  to  the  thinness  of  our 
population,  in  some  parts  of  the  State,  a  School  cannot 
be  conveniently  carried  to  every  man's  door,  yet,  Schools 
may  be  formed  in  every  neighborhood  where  the  popula- 
tion is  sufficient  to  make  one  desirable,  and  by  this  means 
the  benefits  of  a  common  English  education  will  be 
spread,  by  degrees,  throughout  the  community,  the  re- 
quirements of  our  constitution  at  length  complied  with, 
and  the  surest  means  will  have  been  provided  for  the  se- 
curity of  a  continuance  of  the  blessings  of  our  free  and  ex- 
cellent Republican  Government. 

The  fund   appropriated  to  the  above   object,   is   to  be  control  of  the 
under  the  control  of  the  Governor,  the  Chief  Justice  of  lund' 
the  Supreme  Court,  the  Speakers  of  the  Senate  and  House 
of  Commons,  and  the  Treasurer ;  and  they  are  to  be  a  cor- 
porate body,  and  to  be  styled  "The  President  and  Direc- 
tors of  the  Literary  Fund." 

This  act  is  of  such  an  interesting  nature,  that  we  shall 
procure  a  copy  for  publication  in  our  next  paper. 

— Raleigh  Register,  Jan.  6,  1826. 

291 


Friends  resolve 
to  free  slaves. 


Number  set  ffee ; 
where  sent.  / 


Those  sent  to 
Hayti  embark  at 
Beaufort. 


Those  sent  to 
other  places. 


2.    MANUMISSION,  BY   RALEIGH   REGISTER. 

Manumission. — At  the  annual  meeting  of  the  Society 
of  Friends  in  this  State,  held  last  Fall,  that  respectable 
body  came  to  the  resolution  of  manumitting  and  removing 
all  the  coloured  people  held  by  them,  that  were  willing  to 
leave  the  country ;  and  since  that  time  they  have  been 
concerting  measures  for  carrying  their  intentions  into 
effect,  and  in  consulting  the  wishes  of  the  coloured  peo- 
ple themselves  in  relation  to  their  future  destination, 
which  has  resulted  in  the  f  oil  owing  arrangement :  120  of 
the  number  are  desirous  of  going  to  Hayti ;  316  to  Liberia ; 
and  about  100  wish  to  be  sent  to  the  non-slave-holding 
States  of  Ohio  or  Indiana — which  we  believe  embrace  the 
whole  of  the  population  of  this  description  held  by  this 
Society,  except  a  few  who  have  formed  family  connections 
which  they  are  unwilling  by  removal  to  dissolve,  and  where 
the  husband  or  wife  is  held  by  persons  from  whom  they 
cannot  be  purchased. 

We  obtained  this  information  from  our  friend  Dr.  Geo. 
Swaine,  of  Guilford  county  (as  he  passed  through  this 
city,  a  few  days  ago)  who  is  deputed  by  his  Society  to  at- 
tend to  the  embarkation,  and  to  supply  the  wants  of  that 
part  of  this  population  who  have  made  choice  of  Hayti 
for  their  future  home.  They  will  sail  from  our  port  of 
Beaufort,  a  few  days  hence,  on  board  a  vessel  which  has 
been  engaged  for  the  purpose,  owned  by  Mr.  Henry  Cooke, 
of  that  place,  and  commanded  by  Capt.  Thompson. 

The  316  of  this  population  who  have  chosen  to  go  to 
Liberia,  and  the  100  who  wish  to  be  removed  to  Ohio  or 
Indiana,  will  also  be  sent  there  at  the  expense  of  the  So- 
ciety of  Friends ;  the  former,  by  one  of  the  first  vessels  to 
the  African  Settlement ;  and  the  latter,  by  means  of 
wagons,  which  will  be  engaged  to  convey  them  and  the 
little  property  of  which  they  may  be  possessed. 


292 


Manumission,  by  Raleigh  Register.  293 

Besides  the  above  mentioned  coloured  people,  we  learn,  others  deported, 
that  this  Society  have  already  sent  off  64  persons  to  the 
State  of  Ohio,  47  by  the  Indian  Chief,  which  lately  sailed 
from  Norfolk  to  Liberia,  and  11  by  another  vessel  which 
sailed  about  the  same  time  to  Africa. 

It  ought  also  to  be  mentioned  to  the  credit  of  this  Soci-  Funds  raised, 
ety  that  it  contributed  800  dollars  to  the  funds  of  the  Afri- 
can Colonization  Society  soon  after  its  establishment. 

— Raleigh  Register,  May  30,  1826. 


3.    GOV.  BURTON'S  MESSAGE  ON  EDUCATION. 


Virtue  and  intelli- 
gence necessary  to 
the  existence  of 
free  government 
and  individual 
happiness. 


The  constitution 
enjoins  the  estab- 
lishment of 
schools. 


For  forty-nine 
years  no  primary 
schools  have  been 
established. 


Primary  education 
harder  to  obtain 
now  than  in  177(1 


Believing  it  universally  admitted,  that  the  existence  of 
free  governments  depends  upon  the  virtue  and  intelligence 
of  the  great  body  of  the  people ;  and  that  these  are  also  the 
sources  of  individual  comfort  and  happiness,  I  shall  not 
consume  your  time  in  repeating  arguments  so  often  ad- 
duced, to  shew  the  necessity  of  diffusing  the  benefits  of 
education  among  the  poorer  class  of  our  fellow  citizens. 
But,  permit  me  to  call  your  attention  to  a  clause  in  our 
State  Constitution,  which  enforces  the  obligation,  of  giv- 
ing to  this  subject  your  serious  consideration.  It  is  this: 
"A  school  or  schools  shall  be  established  by  the  Legislature 
of  this  State,  for  the  convenient  instruction  of  youth,  with 
such  salaries  to  the  masters,  paid  by  the  public,  as  may 
enable  them  to  instruct  at  low  prices.  All  useful  learning 
shall  be  duly  encouraged  and  promoted  in  one  or  more 
Universities."  The  latter  branch  of  this  constitutional  in- 
junction has  long  since  been  complied  with,  by  your  pre- 
decessors. We  have  a  University  in  a  prosperous  condi- 
tion, with  competent  funds.  But,  as  to  the  former,  and 
a  no  less  important  branch,  concerning  schools, — it  is  to  be 
lamented  that  from  the  formation  of  the  constitution  until 
the  last  session  of  the  General  Assembly,  (a  period  of 
forty-nine  years)  nothing  whatever  has  been  done.  The 
last  Legislature  commenced  the  important  work ;  but  if  that 
beginning  is  not  well  sustained  and  pursued,  the  present 
generation  may  pass  away,  before  anything  effectual  is  ac- 
complished. Many  enlightened  persons  believe,  that  it  is 
more  difficult  for  an  individual  in  ordinary  circumstances 
to  obtain  for  his  child  at  this  time,  the  common  rudiments 
of  education,  than  it  was  at  the  period  when  our  Constitu- 
tion was  adopted.  This  increased  difficulty  originates,  in 
part,  from  the  increased  demand  which  the  exigencies  of 
government  have  made  upon  the  resources  of  individuals 
and   the   enhancement   of   the   necessaries    of   subsistence. 


294 


Gov.  Burton's  Message  on  Education.  295 

It  appears,  therefore,  peculiarly  just  and  proper,  that  the 
State  should  contribute  somewhat  to  the  diminution  of 
that  burden,  which,  in  part,  it  has  created.  And  while  it 
exacts  and  expects  obedience  from  the  citizens  to  its  laws 
and  institutions,  it  should  give  them  the  opportunity  to 
aj)preciate  their  privileges  and  improve  their  condition. 
The  least  reflection  will  satisfy  us,  that  reading,  writing,  The  morality  of  the 

-,      ,  i  P         .  ■,  .  i  •    i  -i  ^  •  %  masses  largely 

and  the  common  rules  ot  arithmetic  are  highly  essential  aided  by  the  pri- 

J  mary  school 

to  the  healthy  action  of  our  government,  founded,  as  it  is,  studies. 
upon  the  supremacy,  and  executed  by  the  agency  of  the 
people :  and  they  unquestionably  contribute  more  largely 
to  the  individual  benefit  and  morality  of  the  body  of  peo- 
ple, than  the  branches  of  severe  science  usually  taught  in 
our  established  seminaries.  Whilst  upon  this  subject,  I 
beg  leave  to  remark,  that  the  Constitution  itself  in  the  sec- 
tion before  recited,  has  not  only  imposed  the  obligation, 
but  has  also  suggested  an  important  means  for  the  execu- 
tion of  the  injunction. 

— House  Journal,  1826,  p.  11 4- 


Senate  committee 
on  education. 


House  committee 
on  education. 


4.    ASSEMBLY  COMMITTEES   ON  EDUCATION. 

Senate  Committee  on  Education: — James  J.  McKay, 
Bladen;  William  M.  Sneed,  Granville;  Charles  A.  Hill. 
Franklin ;  Francis  T.  Leak,  Richmond ;  John  Joyner,  Pitt. 

— Senate  Journal,  1826-27,  p.  9. 

House  Committee  on  Education : — James  R.  Love,  Hay- 
wood; James  Blevins,  Ashe;  John  Scott,  Hillsborough;. 
John  E.  Lewis,  Caswell;  Robert  Potter,  Halifax  (town)  ; 
A.  A.  Wyche,  Halifax ;  James  Iredell,  Edenton ;  Joseph 
D.  White,  Bertie ;  Enoch  Foy,  Jones ;  Marshall  Dickerson. 
Pitt;  John  T.  Gilmour,  Bladen;  Alfred  Moore,  Bruns- 
wick; John  M.  Morehead,  Guilford;  A.  H.  Shepperd, 
Stokes ;  Archibald  McNair,  Richmond ;  Shadrack  Llowell, 
Robeson. 

— House  Journal,  1826-27,  p.  121. 


296 


5.  PEOPOSED  LOTTEKY  FOR  PUBLIC  SCHOOLS. 

Resolved,  That  the  Committee  on  Education  be  instruct-  proposed  lottery 

,  ..  ,  -,.  «..,,  -ito  raise  school 

ed  to  enquire  into  the  expediency  oi  raising  by  lottery  the  funds.. 
sum  of  six  hundred  and  thirty  thousand  dollars,  to  be  dis- 
tributed by  alloting  ten  thousand  dollars,  to  each  county  in 
this  State,  for  the  purpose  of  establishing  public  schools1. 
Which  resolution  was  agreed  to. 

— Senate  Journal,  1826-27,  p.  21. 


introduced  by  Henry  Seawell,  of  Wake. 


297 


Directors  of  liter- 
ary fund  to  raise 
$50,000  bv  lottery ; 
$25,000  to  aid  pub- 
lication of  North 
Carolina  history. 


$25,000  to  be 
devoted  to  literary 
fund, 


Murphey  to  relin- 
quish privilege  of 
former  act. 


6.    LOTTERY  FOR  INCREASE  LITERARY  FUND  AND  PUBLI- 
CATION OF  NORTH  CAROLINA  HISTORY. 

An  act  to  authorise  the  President  and  Directors  of  the 
Literary  Fund  to  raise  money  by  way  of  lottery,  and  iot 
other  purposes. 

Be  it  enacted  by  the  General  Assembly  of  the  State  of 
jSTorth  Carolina,  and  it  is  hereby  enacted  by  the  authority 
of  the  same,  That  the  President  and  Directors  of  the  Lit- 
erary Fund  be,  and  they  are  hereby  authorized  to  raise,  by 
way  of  lottery  fifty  thousand  dollars ;  of  which  a  sum  not 
exceeding  twenty-five  thousand  dollars  shall  be  applied  b) 
them  toward  aiding  Archibald  D.  Murphey,  of  Orange 
County,  in  collecting  material  for,  and  publishing  the  his- 
tory of  JSTorth  Carolina :  But  before  the  said  money  shall 
be  advanced  to  him,  he  shall  enter  into  bond  to  the  Gov- 
ernor, and  his  successors  in  office,  in  the  sum  of  twenty 
thousand  dollars,  conditioned  that  if  he  shall  die  before 
the  publication  of  the  aforesaid,  his  executors  or  adminis- 
trators shall,  within  one  year  after  his  decease,  file  in  the 
Secretary's  office,  for  the  use  of  the  State,  all  papers,  docu 
ments,  records,  pamphlets,  and  other  materials,  which  he 
hath  collected,  or  shall  collect  for  said  history,  including 
his  manuscript  of  said  history. 

II.  Be  it  further  enacted,  That  the  residue  of  the 
money  authorised  to  be  raised  by  this  act,  shall  constitute 
and  form  a  part  of  the  Literary  Fund ;  and  the  President 
and  Directors  of  said  Fund  are  authorised  to  sell,  upon 
such  terms  as  they,  or  a  majority  of  them,  may  deem  expe- 
dient, to  one  or  more  persons,  the  privilege  of  raising,  by 
lottery,  the  money  aforesaid. 

III.  Be  it  further  enacted,  That  no  part  of  the  said 
twenty  five  thousand  dollars  shall  be  paid  to  said  Archi- 
bald D.  Murphey,  until  he  shall  relinquish  all  right  or 
claim  to  the  privileges  granted  to  him  by  an  act,  passed  at 
the  last  session  of  the  General  Assembly,  entitled  "An  act 
to  encourage  the  publication  of  a  historical  and  scientifical 

298 


Lottery  to  Increase  Literary  Fund.  299 

work  on  this  State;"  And  that  said  twenty  five  thousand 
dollars,  or  so  much  thereof  as  the  President  and  Directors 
of  the  Literary  Fund  may,  in  their  discretion,  think  he 
will  be  entitled  to,  shall  be  advanced  only  as  the  work  pro- 
gresses.1 

—Laws  1826-27,  chap.  XVI. 


introduced  in  the  House  of  Commons,  January  17,  1827,  by  John 
Scott,  of  Hillsborough.     See  House  Journal,  1826-27,  p.  167. 


7.    POTTEK'S  POLITICAL  COLLEGE  BILL.i 

clerk's  entry  on  In  H.  Commons  22d.  Jan.  1827.     Read  the  first  time 

and  passed  and  ordered  to  be  printed  and  referred  to  Com. 
on  Education. 

— See  House  Journal,  1826-21,  p.  176. 

A  BILL  TO  ESTABLISH  A  POLITICAL  COLLEGE 
FOR  THE  STATE  OF  NORTH  CAROLINA. 

The  rector  and  vis-      I-     Be  it  enacted  by  the  General  Assembly  of  the  State 
eaircoiiege  of x  J     of  North  Carolina,  That  a  Rector  and  fifteen  Visitors  to 

North  Carolina.  .  .  .  . 

be  chosen  as  shall  hereinafter  be  directed,  be  incorporated 
under  the  name  and  title  of  "The  Rector  and  Visitors  of 
the  Political  College  of  North  Carolina." 

Rector  and  visitors      H-     That  in  that  style  and  capacity  they  shall  have  the 

mace  a  corpora-  p0wer  to  sue  and  be  sued ;  plead  and  be  impleaded;  have 
and  use  a  common  seal,  acquire,  hold,  and  transfer  prop- 
erty of  every  description  whatever ;  and  do  all  other  mat- 
ters and  things  which  may  be  necessary  and  proper  to  the 
ends  of  their  creation  and  which  appertain  generally  to 
corporate  bodies. 

Visitors  chosen  by  HI-  That  the  visitors  shall  be  chosen  by  a  joint  ballot 
of  both  houses  of  the  legislature,  and  hold  their  appoint- 
ments during  the  pleasure  of  a  majority  of  the  members 
of  the  same,  subject  to  removal  by  them  at  any  time  with- 
out notice  and  without  impeachment. 

speakers  of  assem-       IV.     That  when  so  elected  it  shall  be  the  duty  of  the 

bly  to  notify  per- 
sons chosen,  speakers  of  the  two  houses  of  the  General  Assembly,  to 

make  out  and  transmit  to  them  joint  official  letters  of  ap- 
pointment, whereupon  it  shall  be  the  duty  of  the  persons 
so  appointed  to  assemble  at  such  time  and  place,  as  shall 
be  deemed  most  expedient  by  the  Governor,  they  being 
duly  apprised  by  him  of  his  designation  of  the  same. 

Robert  Potter,  Halifax  borough. 

300 


Pottek's  Political  College  Bill.  301 

V.  That  when  thus  assembled  they  shall  proceed  to  visitors  to  organize 

.      .  -.    .  .  .  -.  institution. 

organize  a  system  of  discipline  and  instruction  for  the  in- 
stitution over  which  they  are  to  preside ;  and  they  are 
hereby  invested  with  full  power  of  Legislation,  in  all  mat- 
ters relating  to  the  same  comformably  to  the  provisions  o: 
this  charter. 

VI.  They  shall,  at  their  first  meeting,  proceed  to  elect  visitors  to  choose  a 

rector. 

a  Rector,  the  term  and  tenure  of  whose  office,  shall  be  the 
same  with  that  of  the  visitors,  but  whenever  a  vacancy 
shall  occur  in  the  office  of  Rector,  by  resignation,  death, 
or  otherwise,  it  shall  be  filled  by  the  Visitors,  a  majority 
of  the  votes  of  whom  shall  at  all  times  be  necessary  to 
the  appointment  of  a  Rector  and  whenever  a  vacancy  shall 
occur  in  the  appointment  of  a  Visitor  during  the  recess  of 
the  Legislature,  it  shall  be  filled  by  a  temporary  commis- 
sion from  the  Governor,  to  expire  at  the  close  of  the  next 
preceding  session  of  the  General  Assembly. 

VII.  That  the  Rector  and  Visitors  when  thus  consti-  RuIes  and  regul.v 
tuted  shall   after   their  first   meeting  under  this  charter, 

set  upon  their  own  adjournments,  and  regulate  the  mode 
of  their  proceedings,  and  that  four  Visitors  and  the  Rector, 
or  seven  Visitors  alone,  shall  constitute  a  quorum  to  trans- 
act business;  that  in  the  deliberations  of  the  Rector  and 
Visitors,  all  questions  shall  be  decided  by  the  votes  of  a 
majority  of  the  visitors,  unless  where  the  vote  of  the  Rector 
if  given  to  the  minority  would  make  the  division  equal,  and 
then  the  question  shall  be  lost ;  that  the  Rector  shall  pre- 
side over  the  deliberations  and  jiroceedings  of  the  visitors, 
and  whenever  an  extraordinary  meeting  of  the  Visitors  is 
deemed  necessary,  shall  have  power  to  summon  them  to- 
gether. 

VIII.  That  the   Rector   and   Visitors   are  hereby  re-  school  in  wake ; 
quired  to  purchase  in  due  season,  a  tract  of  land  in  the  ment  to  cost  P 

m  i-  ttt   t  ^   •    ^  i  •   n       n        n  i-  •    -^0,000 ;  farm  for 

County  of  Wake,  which  together  with  the  fixtures,  furni-  support  of  college, 
ture,  stock  necessary  for  the  purposes  of  the  institution, 
shall  cost  and  be  worth,  when  the  arrangements  are  com- 
pleted, twenty  thousand  dollars ;  that  on  this  land  a  farm 


502 


Potter's  Political  College  Bill. 


Officers  of  the 
college. 


shall  be  established  for  the  instruction  and  support  of  the 
members  of  the  College,  and  provided  with  suitable  build- 
ings for  their  accommodation;  that  the  apartments  intend 
ed  for  the  officers  and  apprentices  of  the  College  shall  be 
constructed  at  the  discretion  of  the  Rector  and  visitors , 
a  strict  and  rigid  regard  being  had  to  plainness  and 
economy. 

IX.  But  the  officers  of  the  college  shall  consist  of  a 
President  and  four  Professors,  to  be  chosen  by  a  majority 
of  the  Visitors  and  hold  their  appointments  during  the 
pleasure  of  the  same ;  and  whenever  the  President  or 
either  of  the  Professors  shall  from  any  cause  whatever 
vacate  their  appointments,  a  successor  shall  be  designated 
by  a  majority  of  the  Visitors. 


Four  professors 
and  their  titles. 


X. 


That  the  Professors  shall  be  a  Professor  of  Agri- 


culture ;  a  Professor  of  the  art  of  War ;  a  Professor  of 
Political  Economy ;  and  a  Professor  of  Morality,  whose 
several  duties  and  the  time  and  order  of  performing  them, 
shall  be  prescribed  by  the  Rector  and  the  Visitors. 

XL  That  the  apprentices  shall  consist  of  such  a  por- 
tion and  such  a  class  of  the  youth  of  Xorth  Carolina,  as 
the  Legislature  shall  from  time  to  time  deem  fit,  to  be 
selected  in  just  proportions  from  the  several  counties  in  the 
State,  in  reference  to  the  amount  of  taxes  paid  by  said 
counties  respectively  into  the  Public  Treasury ;  and  that 
students  from  each  until  otherwise  ordered,  the  County  of  Anson  shall  be  enti- 

county.  ° 

tied  to  send  two ;  the  county  of  Ashe  one ;  Brunswick,  one ; 
Camden,  one  ;  Buncombe,  one  ;  Beaufort,  one  ;  Burke,  one ; 
Bladen,  one;  Bertie,  two;  Craven,  two;  Carteret,  one; 
Currituck,  one ;  Caswell,  two ;  Chowan,  one ;  Chatham, 
two ;  Cumberland,  four ;  Columbus,  one ;  Cabarus,  one ; 
Duplin,  one  ;  Davidson,  two  ;  Edgecombe,  four  ;  Franklin, 
two  ;  Guilford,  two ;  Gates,  one ;  Granville,  four ;  Greene, 
one  ;  Halifax,  four  ;  Hertford,  one  ;  Hyde,  one  ;  Haywood, 
one  ;  Iredell,  one  ;  Jones,  one  ;  Johnson,  two  ;  Lincoln,  two ; 
Lenoir,  one ;  Moore,  one ;  Montgomery,  one ;  Mecklinburg, 
two;  Martin,  one;  Xew  Hanover,  four;  Xash,  one;  Xorth- 


Potter's  Political  College  Bill.  303 

ampton,  four ;  Onslow,  one ;  Orange,  four ;  Person,  one ; 
Pasquotank,  one ;  Pitt,  two ;  Perquimans,  one ;  Rowan, 
two ;  Randolph,  one ;  Rockingham,  two ;  Roheson, 
one ;  Richmond,  one ;  Rutherford,  two ;  Sampson,  one 
Surry,  one ;  Stokes,  two ;  Tyrrell,  one ;  Washing- 
ton, one ;  Wilkes,  one ;  Wake,  four ;  Warren,  two ; 
and  Wayne,  two,  to  be  selected  and  chosen  in  the  following 
manner,  to  wit :  The  several  County  Courts  of  the  State, 
a  majority  of  the  justices  being  present,  are  hereby  author-  . 
ized  and  required  at  the  first  of  their  sessions,  which  shall 
be  holden  after  they  are  apprized  of  the  passage  of  this  act, 
to  appoint  one  Justice  of  the  Peace,  and  two  free  holders, 
for  each  of  the  Militia  Captains'  Districts,  within  ineij 
Counties  respectively ;  and 

XII.  That   it   shall   be  the  duty   of  the   trustees   and  Method  of  appoint- 
freeholders  so  appointed  to  register  immediately,  the  name  a  student  whose 

c  i         •  -i  '        i        t    ,    •  •  l     1  i  l      n  father's  estate  is 

oi  every  youth  within  the  district  assigned  them,  who  shall  worth  over  $i,ooo. 

be  within  six  months  of  the  age  of  fifteen  years,  either  in 

anticipation  or  advance,   and  the  estate  of  whose  father, 

shall  not  exceed  in  value,   a  thousand  dollars ;  or  in  the 

case  of  orphans,  the  estate  left  by  whose  father,  and  then 

actually  existing,  shall  not  exceed  in  value  the  sum  of  a 

thousand  dollars. 

XIII.  That  the  several  Registries  when  thus  made  out, 
shall,  by  the  Justice  and  freeholders  of  the  District,  re- 
spectively making  out  the  same,  be  returned  to  a  General 
Assembly  of  the  Justices  of  their  respective  counties ;  and 
the  Justices  of  the  several  county  Courts  of  the  State,  are 
hereby  authorized  and  required,  at  the  term  at  which  they 
shall  appoint  the  Justice  and  freeholders  of  the  District 
before  mentioned,  to  agree  among  themselves  a  day  or 
days  on  which  they  shall  assemble  at  the  Court  House  of 
their  respective  Counties,  to  receive  and  decide  upon  the 
return  of  the  Justices  and  freeholders  of  the  Districts. 

XIV.  That  in  all  cases  where  a  question  shall  arise  Disputes  about 
under  the  twelfth   section   of  the   act   relative  to   age   or  set&ed^graerai6 
estate,  it  shall  be  first  decided  bv  the  Justices  and  free- tices  of  the  peace. 


304  Potter's  Political  College  Bill. 

holders  as  aforesaid,  before  whom  it  shall  occur,  upon 
such  evidence  and  such  views  of  the  case,  as  they  may  deem 
just  and  conformable  to  the  requisitions  of  the  said  sec- 
tion; but  if  any  one  should  be  dissatisfied  with  their  de- 
cisions, they  may  state  the  question  to  the  trustees  of  the 
county  within  which  it  may  have  arisen,  at  their  General 
Assembly  to  which  the  District  Justice  and  freeholders 
aforesaid  are  required  to  make  their  returns;  and  the  said 
Justices  at  their  said  General  Assembly,  are  hereby  au- 
thorized and  empowered  ultimately  and  finally  to  deter- 
mine, in  their  discretion  all  such  questions.  Provided 
that  when  the  Justices  of  the  said  General  Assembly  shall 
be  equally  divided  upon  a  question,  the  decision  of  the 
District  Justices  and  freeholders  shall  abide. 
county  visitor  to         XV.     That  the   Justices   of   the    General    Assemblies 

examine  those 

appointed.  aforesaid,   when  they  have   compared   and   examined   re- 

turns of  the  several  district  Justices  and  freeholders,  and 
in  their  discretion  revised,  altered,  or  confirmed  the  same 
(all  which* they  are  hereby  authorized  and  empowered  to 
do)  shall  communicate  with  the  Visitor  appointed  for 
their  County,  and  agree  with  him  upon  a  day  or  days, 
when  he  shall  visit  them  and  examine  the  youths  reg- 
istered as  before  required,  in  order  to  select  from  them 
an  apprentice  or  apprentices  as  the  case  may  be,  for  the 
Political  College. 

XVI.  That  at  the  time  thus  agreed  upon,  by  the  Gen- 
eral Assemblies  of  the  Justices  of  the  several  Counties, 
and  the  visitors  thereof,  the  Justices  shall  again  convene 
in  General  Assembly,  at  their  respective  court  houses  and 
cause  the  youths  of  the  several  districts  of  their  respective 
examinatfon  andhe  Counties  registered  as  before  required  to  be  assembled 
stPuPd0entsmentof  there,  that  they  shall  then  be  introduced  to  the  Visitor, 
commissioned  for  that  purpose,  who  shall  in  such  mode 
as  he  shall  deem  ,most  fit  and  proper,  scrutinize  and  ex- 
amine them,  and  in  his  discretion  select  from  among  them 
such  a  number  as  the  County  may  by  the  provisions  of  the 


Pottek's  Political  College  Bill.  305 

Act  be  entitled  to  send  to  the  Political  College ;  that  where 
among  the  registered  youths  of  any  county,  there  shall  be 
a  number  greater  than  that  which  said  County  may  be 
entitled  to  send  to  the  Political  College,  who  in  the  esti- 
mation of  the  visitor  are  equally  gifted,  and  promise  to  be 
equally  useful  to  the  State,  he  may  by  lot  decide  which 
of  them  shall  be  selected. 

XVII.  That  when  the  apprentices  have  been  selected  certificates  of 

■t^1  selection  furnished 

agreeably  to  the  directions  herein  contained,  the  visitors  those  aPP°inted- 
aforesaid  shall  furnish  the  apprentices  by  them  respec- 
tively designated  certificates  of  their  selection.  They 
shall  also  furnish  duplicates  of  said  certificates  to  the 
Clerks  of  the  several  county  courts  of  this  State,  who  are 
hereby  required  to  spread  copies  thereof,  upon  their  sev- 
eral records. 

XVIII.  The  Visitors  at  the  time  they  select  and  cer- 
tify the   apprentices   shall   decide   then  when   to  present  potntment  to  be 

i  n  i  no  c    i       s~i    n  -i  i  presented  to  presi- 

tnemselves  to  the  officers  of  the  College,  and  every  Appren-  dent  of  college, 
tice  when  he  appears  before  the  President  and  .frolessors 
of  the  College  shall  adduce  the  certificate  of  the  Visitor 
as  the  evidence  of  his  right  to  admission. 

When  the  certificates  aforesaid  have  been  passed  upon 
by  the  officers  of  the  College,  or  by  the  Hector  and  visi- 
tors, if  they  should  be  present  and  think  proper  to  act, 
the  apprentices  shall  be  forthwith  admitted  to  the  privi- 
leges of  the  College,  and  subject  to  the  discipline  and  duty 
thereof:  Provided  that  the  officers  of  the  College  or  the 
Rector  and  Visitors  thereof,  may  at  any  time  revise  and 
reverse  any  decision  they  may  have  made,  where  it  ap- 
pears that  fraud  has  been  practiced  upon  them  in  relation 
to  their  certificates,  and  the  State  shall  have  a  permanent 
and  indefeasible  title  to  the  apprentices,  with  an  exclu-  r,  „ 

1 r  "  College  course  of 

sive  right  to  discipline  and  direct  them  at  pleasure,  for  piet^controi  of 
six  years  commencing  from  the  day  on  which  they  enter  tic^nfeTOd  on1" 
College;   during  all  which  time  they  shall  be  supported  dents'to  teach '" 

-i  ,-,  ,,,...  -i/»i/->         three  years. 

entirely  at  the  charge  of  the  institution,  and  for  the  first 
20 


306  Potter's  Political  College  Bill. 

three  years  of  their  apprenticeship,  shall  be  carried 
through  a  course  of  discipline  and  instruction,  conform- 
able to  the  rules  of  the  college,  and  then  shall  be  subject 
during  the  three  remaining  years,  to  the  performance  of 
such  duties,  and  at  such  stations,  as  the  Rector  and  Visi- 
tors thereof  may  think  proper  to  assign  them, 
one-fifth  of  stu-  XX.     As  a  fundamental  rule  of  discipline,  which  the 

dents  at  all  times  ■*■ 

to  be  employed  on  officers  of  the  College,  are  to  cause  to  be  strictly  observed, 
one-fifth  of  the  apprentices  are,  in  turn,  to  be  at  all  times, 
actively  employed  in  agricultural  labor  on  the  College 
farm,  unless  special  reason  shall  require  this  rule  to  be 
dispensed  with. 

visitors  of  the  coi-       XXI.     Be  it  further  enacted;  that  the  visitors  afore- 

lege  to  be  each 

given  a  district.  said  shall  at  their  first  meeting  under  this  Act,  arrange 
the  State  into  as  many  districts,  as  there  may  be  visitors, 
and  assign  to  each  visitor  a  district  respectively,  and  it 
shall  be  the  duty  of  the  several  visitors  to  visit  the  Coun- 
ties composing  their  respective  districts  in  the  manner 
herein  before  pointed  out,  for  the  purpose  of  carrying  into 
effect  the  provisions  of  this  act. 

Power  to  expel  XXII.     A  Quorum  of  the  Rector  and  the  Visitors,  or 

given  rector  and  ' 

visitors.  ^he  Visitors  alone,  shall  at  any  time  have  power  to  expel 

an  apprentice  from  the  College,  and  whenever  a  vacancy 
shall  occur  in  the  berth  of  an  apprentice,  in  consequence 
of  expulsion,  or  any  other  cause,  it  shall  be  the  duty  of  the 
Visitor,  from  whose  district  such  apprentice  came,  in  his 
discretion  to  fill  the  same  from  his  said  District. 

visitors  to  fix  time      XXIII.      The   Visitors    shall    in   their     discretion    fix 

the  college  is  to  go 

ficer,s°peration '  °f~  UP011  the  time,  when  the  college  is  to  go  into  operation ; 
they  shall  also  in  proper  time  appoint  a  President  and 
four  Professors,  agreeably  to  the  directions  herein  con- 
tained to  preside  immediately  over  the  affairs  of  the  Col- 
lege, and  conduct  the  duties  thereof;  they  may  also  in 
their  discretion,  appoint  subordinate  officers  and  servants, 
to  the  institution  and  prescribe  the  duties  and  compensa- 
tions of  the  same.     The  compensation  of  the  five  principal 


Potter's  Political  College  Bill.  307 

officers  of  the  College  shall  be  as  follows :  For  the  Presi- 
dent a  salary  of  fifteen  hundred  dollars  per  annum,  unci 
board ;  and  for  each  of  the  four  Professors  a  salary  of  one 
thousand  dollars  and  board,  the  several  salaries  to  be  paid 
at  the  expiration  of  each  and  every  year,  that  the  Presi- 
dent or  Professors  entitled  to  the  same  may  serve. 

XXIV.  And  be  it  further  enacted,  that  to  enable  the 
Rector  and  Visitors  to  carry  into  effect  the  provisions  of 
this  act,  the  Treasurer  of  the  State  is  hereby  directed  and 
empowered  to  borrow  on  the  faith  and  credit  of  the  State,  $220,000  for  the 

1  ;  endowment  of  the 

which  is  hereby  pledged  for  the  redemption  of  the  sam^  college. 
the  sum  of  two  hundred  and  twenty  thousand  dollars, 
which  as  soon  as  he  shall  have  obtained  it,  he  shall  pay 
over  to  the  directors  and  Visitors  of  the  Political  College, 
hereby  established,  who  shall  appropriate  twenty  thousand 
dollars  thereof  to  the  purchase  and  preparation  of  a  farm, 
as  herein  before  directed,  and  the  other  two  hundred 
thousand  dollars  shall  be  vested  at  their  discretion,  in  a 
permanent  fund  the  interest  of  which  shall  enure  forever 
to  the  benefit  of  the  Political  college  of  North  Carolina, 
subject  to  the  control  and  management  of  the  Rector  and 
Visitors  hereof,  under  the  authority  and  supervision  of 
the  Legislature. 

Report  of  Committee. 

The  Committee  of  Education,  to  whom  was  referred  Report  of  commit- 
tee. 
"A  Bill  to  establish  a  political  College  for  the  State  of 

Xdrth  Carolina,"  have  had  the  same  under  consideration 

and  respectfully   recommend    it    to   the    house    without 

amendment.     Respectfully  submitted, 

Rob.  Potter,  Chm. 

In  House  of  Commons  1st  Feb.  1827 — read  and  with  clerk's  entry. 
the  bill  laid  on  the  table1. 

— Unpublished  Legislative  Documents,  1826-7.  House 
Journal  1826,  p.  199. 

1This  bill  was  never  taken  from  the  table. 


8.    POTTER'S  SPEECH  ON  HIS  POLITICAL  COLLEGE  BILL. 

Legislature  of  North  Carolina. 
House  of  Commons. 


Purpose  of  the  pub- 
lication of  the 
speech. 


REMARKS  OF  MR.  POTTER, 

On  the  bill  to  establish  a  Political  College. 

The  speech  delivered  by  Mr.  Potter,  on  the 
22d  ultimo,  on  the  bill  introduced  by  him  to  es- 
tablish a  Political  College,  in  this  State,  having 
created  great  excitement  and  lead  to  much  con- 
versation, in  order  to  correct  misrepresentations, 
and  procure  a  fair  construction  of  his  motives, 
he  has  thought  proper  to  submit  a  copy  for  pub- 
lication. 


Summary  of  the 
provisions  of  the 
bill. 


This  bill  proposes  the  establishment  of  a  central  insti- 
tution, upon  a  farm  in  the  county  of  Wake,  to  which 
those  counties  in  the  State  which  pay  into  the  treasury,, 
by  way  of  taxes,  less  than  a  thousand  dollars,  should  be 
entitled  to  send  one  apprentice ;  those  paying  over  a 
thousand,  and  less  than  two  thousand,  two ;  and  those 
paying  over  two  thousand,  four.  The  number  which 
would  be  furnished  according  to  this  ratio  would  be  one 
hundred  and  seven.  It  also  provides  that  the  State  shall 
have  a  paramount  and  indefeasible  title  to  the  apprentices, 
for  six  years  from  the  day  on  which  they  might  enter  col- 
lege ;  during  the  first  three  years  of  which,  they  are  to  be 
carried  through  a  course  of  discipline  and  instruction  con- 
formable to  the  rules  of  the  college;  and  for  the  remaining 
three  years,  in  consideration  of  the  education  they  shall 
have  received,  they  are  to  perform  the  duty  of  instructors 
at  such  stations  in  the  State,  as  the  rector  and  visitors  of 
the  college  may  think  proper  to  assign  them.  The  ap- 
prentices are  directed  to  be  selected  from  among  the 
youths  of  the  State  who  shall  be  within  six  months  of  the 

308 


Potter's  Speech.  309 

age  of  fifteen  years,  and  the  estate  of  whose  fathers  shall 
not  exceed  in  value  the  sum  of  a  thousand  dollars.  As  a 
fundamental  rule  of  discipline,  the  bill  directs  that  the 
apprentices  be  divided  into  five  classes,  which  in  turn  are 
at  all  times  to  be  actively  engaged  in  agricultural  labors 
on  the  college  farm.  To  effect  this,  the  bill  previously  di- 
rects "that  a  rector  and  fifteen  visitors,  to  be  chosen  as 
shall  hereinafter  be  directed,  be  incorporated,  under  the 
name  and  title  of  the  'rector  and  visitors  of  the  Political 
College  of  ]ST.  Carolina.'  "  It  then  directs  that  the  visi- 
tors be  chosen  by  a  joint  ballot  of  both  Houses  of  the 
Legislature,  and  hold  their  appointment  during  the  pleas- 
ure of  a  majority  of  the  members  of  the  same;  and  invests 
them  with  authority  to  appoint  a  rector,  a  president  and 
four  professors  for  the  college,  and  prescribe  their  duties ; 
to  select  the  apprentices  agreeably  to  rules  laid  down  in 
the  bill,  to  fix  upon  the  time  for  the  commencement  of  the 
operations  of  the  college,  to  make  all  dispensations  neces- 
sary for  that  purpose,  and  to  carry  into  effect  the  details 
of  the  bill.  It  invests  them,  in  short,  with  full  powers  of 
legislation,  in  all  matters  appertaining  to  the  college,  con- 
formably to  the  provisions  of  the  bill ;  and  in  order  to 
enable  them  to  effect  the  objects  contemplated,  directs  the 
Treasurer  of  the  State  to  borrow  and  place  in  their  hands 
the  sum  of  two  hundred  and  twenty  thousand  dollars ; 
twenty  thousand  of  which  to  be  appropriated  to  the  pur- 
chase of  a  farm  and  construction  of  necessary  buildings ; 
and  the  remaining  two  hundred  thousand  dollars,  to  be 
vested  by  the  rector  and  visitors  in  a  permanent  fund ;  the 
interest  of  which  to  enure  forever  to  the  benefit  of  the 
college,  subject  to  the  management  and  control  of  the 
rector  and  visitors,  under  the  authority  and  supervision  of 
the  Legislature. 

Mr.  Speaker, — In  submitting  the  proposition  contained  object  to  elevate 
in  that  bill,  a  proposition  so  novel  in  its  character,  and,  character  of  North 

■•<•       j        ,     1  .  •        .  -r  i       Carolina. 

it  adopted,  so  important  m  its  consequences,  I  trust  the 
House  will  bear  with  me  a  moment,  while  I  open  on  them 


310  Potter's  Speech. 

some  of  the  arguments  in  favor  of  it,  and  declare  to  theni 
the  motives  which  have  impelled  me  to  offer  it.  To  say 
that  the  object  of  this  measure  is  to  elevate  and  dignify 
the  character  of  North  Carolina,  and  provide  for  the  con- 
tinuance of  her  safety,  and  the  enlargement  of  her  happi- 
ness, by  enlightening  and  liberalizing  the  faculties  of  her 
people — that  its  ultimate  scope  is  nothing  less  than  the 
diffusion  of  education  among  the  mass  of  her  children,  is 
at  once  to  announce  the  magnitude  of  its  importance. 
Sir,  if  it.be  mind  which  gives  to  man  the  dominion  of  the 
world — if  it  be  that  which  distinguishes  him  from  the 
brutes  that  perish,  and  almost  exalts  him  to  an  equality 
with  heaven,  then  the  process,  by  which  its  mighty  attri- 
butes are  developed  and  harmonised,  is  obviously  an  ob- 
ject of  paramount  consideration.  But  forcible  and  unde- 
niable as  is  this  truth,  and  urged  upon  us  from  sources  of 
North  Carolina  has  oracular  sacredness,  North  Carolina  seems  ever  to  have 

sadly  neglected  the  . 

diftusion of knowi- remained  most  sadly  insensible  to  it:  while  many  of  her 

edge ;  this  state  ^  '  d 

me^mtoofthe^^  sister  States  have  addressed  themselves  to  the  subject  with 
umon-  a  degree  of  energy  and  zeal,  which  indicate  their  sense  of 

the  vitality  of  its  importance ;  while  they  have  most  lib- 
erally devoted  their  best  resources  to  the  development  of 
the  moral  and  intellectual  energies  of  their  people,  North 
Carolina,  in  this,  as  in  every  other  useful  improvement, 
has  continued  to  stumble  and  flounder  on,  at  a  lazy  and 
lagging  pace,  behind  every  other  member  of  the  Union. 
The  state  must  Sir,  it  is  time  she  were  disenchanted — it  is  time  she  was 

realize  her  degra- 
dation, brought  to  a  just  and  full  sense  of  her  degradation — it  is 

time  that  the  spell  which  has  so  long  sealed  her  energies 
in  death,  should  be  broken,  and  her  thoughts  should  be 
raised  from  the  habitual  contemplation  of  low  and  subor- 
dinate objects,  and  fixed  upon  her  manlier  and  more  ex- 
alted interests.  Would  you  ask  how  this  is  to  be  done — 
would  you  ask  how  "a  consummation  so  devoutly  to  be 
The  people  must     wished,"  is  to  be  accomplished?     I  answer,  educate  the 

be  educated. 

people — yes,  let  in  upon  their  minds  the  light  of  science 


Potter's  Speech.  311 

and  of  truth — confer  upon  them  the  capacity  of  thinking 
- — enable  them  justly  to  appreciate  their  relation  to  their 
country — give  them  to  see  and  understand  their  rights  and 
interests,  and  the  prevailing  instinct  of  nature  will  impel 
them  to  assert  and  pursue  them.  If  this  proposition, 
bearing,  as  I  conceive,  upon  its  very  face  the  impress  of 
beauty  and  truth,  should  yet  be  deemed  to  require  the 
sanction  of  authority,  I  would  direct  you  to  the  sentiments 
of  those  chiefs  and  sages,  whose  valor  won,  whose  wisdom 
established  our  liberties.  The  man  who,  when  living,  re- 
ceived the  homage  of  all  hearts,  and  whose  name  like  a 
charm  still  enchants  the  world — whose  form  shadowed 
forth  upon  the  wall,   in  the   attitude  of  entreaty,  would  Quotes  Washington. 

n       ,  ,  ,  ,  ,.'_,.     on  education. 

seem  to  beckon  and  persuade  you  to  the  adoption  ol  his 
favorite  maxim.  That  sainted  sage,  in  the  last  word  ad- 
dressed by  him  to  his  country,  in  language  the  most  ear- 
nest and  emphatic,  invited  her  attention  to  this  subject. 
These  are  his  words :  "  'tis  substantially  true,  that  virtue 
or  morality  is  a  necessary  spring  of  popular  government. 
The  rule  indeed  extends  with  more  or  less  force  to  ever- 
species  of  free  government.  Who  that  is  a  sincere  friend 
to  it,  can  look  with  indifference  upon  attempts  to  shake 
the  foundation  of  the  fabric  ?  Promote,  then,  as  an  ob- 
ject of  primary  importance,  institutions  for  the  general 
diffusion  of  knowledge.  In  proportion  as  the  structure 
of  a  government  gives  force  to  public  opinion,  it  is  essen- 
tial that  public  opinion  should  be  enlightened."  The  convention  of 

rpi         /-n  r>     11- n  i  in-i  •  1776  enjoined  the 

liie   Congress   of     /6,   whose    deliberations  were    con- general  education 

.  .  of  the  people. 

ducted  m  the  borough  which  I  have  the  honor  to  repre- 
sent, some  of  whose  members  were  then  fresh  from  the 
battles  of  their  country,  and  yet  reeking  in  the  blood  of 
their  enemies — whilst  the  fierce  and  furious  din  of  civil 
discord  shook  this  mighty  continent,  and  the  echoes  of  the 
ball  and  the  sabre  were  sighing  and  shivering  in  their  ears 
— resolved  as  fate — calm  and  unmoved  as  a:ods,  deciding 
on  the  destinies  of  mortals — even  amidst  those  terrible 
convulsions,  they  were  not  unmindful  of  this  important 


312  Potter's  Speech. 

subject;  and,  in  the  charter  furnished  by  their  delibera- 
tions, under  which  we  are  now  assembled,  they  intro- 
duced a  provision,  enjoining  it  as  a  duty  on  the  Legisla- 
ture which  they  then  created,  to  provide  for  the  general 
The  subject  gen-  education  of  their  people.  To  the  misfortune  of  the  peo- 
former  legislatures,  pie,  and  the  lasting  shame  of  those  who  have  heretofore 
occupied  the  places  which  we  now  fill,  that  duty  has  never 
been  performed,  though  occasionally  reminded  of  it  by  ad- 
venturesome members  of  their  own  body,  and  sometimes 
casually  invited  to  it  in  the  annual  messages  of  the  execu- 
tive, until  our  present  Chief  Magistrate,  in  his  recent  com- 
munication, has  pressed  the  subject  upon  us  with  a  solici- 
tude and  anxiety,  characteristic  of  his  well  known  deep 
and  virtuous  sensibility  to  the  best  interests  of  his  people. 
The  Legislatures  from  time  to  time  have  sported  with  the 
subject,  by  adopting  a  barren  resolution  in  its  favor;  but 
as  yet  they  have  done  nothing  decisive  in  relation  to  it. 
They  did,  indeed,  at  the  last  session,  set  apart  some 
trifling  branches  of  the  revenue,  which  they  were  pleased 
The  present  to  style  "The  Literary  Fund ;"  but  if  not  added  to,  the 

inadequate!  present  generation  at  least  must  pass  away  before  it  ac- 

cumulates sufficiently,  to  afford  effectual  aid  to  the  people. 
Sir,  this  is  not  the  way  to  treat  this  matter — it  is  a  sub- 
ject not  to  be  dallied  with.  I  would  seize  upon  it  with 
the  determined  energy,  with  which,  if  drowning,  I  would 
grapple  a  plank  in  the  surge.  I  would  embrace  it  as  a 
Education  our  only  measure,  on  which  depended  our  last,  our  only  hope,  of 
provement.  social    improvement,    or   political    exaltation ;    and    if   the 

measure  T  now  tender  you,  be  not  accepted,  or  some  effi- 
cient system  for  disseminating  education  among  our  peo- 
ple be  not  adopted,  I  shall  sit  down  in  despair,  over  the 
irreclaimable  degradation  of  my  country.  But,  by 
heaven,  I  will  not  believe  it — I  cannot  believe  you  will 
turn  away  your  faces,  and  refuse  to  sanction  and  approve 
this  measure.      I  cannot  believe,  you  will  thus  impliedly 


Potter's  Speech.  313 

decide  that  our  people  are  incapable  of  virtue  or  excel- 
lence, and  that  they  are  only 

"Born  to  eat,  and  be  despised  and  die, 

Ev'n  as  the  brutes  that  perish,  save  that  the^ 

Have  a  more  noble  trough,  and  wider  sty." 

I  would  invoke  the  genius  of  my  country  to  come  to  my 
side,  and  aid  me  in  persuading  you  to  the  adoption  of  this 
measure.  Sir,  if  she  were  indeed  to  appear  among  us — ■ 
if  the  genius  of  jST.  Carolina  were  now  to  present  herself  sad  picture  of  the 

-,.,,,..  „,  ,       present  condition 

to  you,  who  are  charged  with  the  destinies  ol  her  people,  of  the  state. 
instead  of  the  majesty  of  a  guardian  goddess — instead  of 
a  radiant  brow,  and  an  eye  flashing  light  and  dignity  on 
this  assembly,  you  would  mark  her  with  a  pallid  front,  and 
"sad  and  shrouded  eye,"  and  in  the  hollow  accents  of  de- 
spair, she  would  demand  of  you,  in  the  language  of  admo- 
nition and  reproof,  >vwhy  sit  ye  here,  all  the  while  idle  ?" 
why  assemble  here  from  session  to  session,  and  expend 
your  time  upon  ephemeral  objects,  while  you  neglect  the 
very  salvation  of  the  republic?  why  meet  you  here  from 
year  to  year,  to  scuffle  over  subjects,  unimportant  to  the 
public,  and  trifling  in  themselves,  or  to  squabble  about  the 
disposition  of  a  clerkship  or  a  judgeship,  whilst  the  peo- 
ple, for  whom  all  this  is  intended — for  whose  benefit  gov- 
ernment was  established,  laws  enacted,  and  judges  ap- 
pointed—whilst the  people  are  left  to  rust  in  primeval  ig-  The  people  left  to 

...  <,  .         ,  ■,  ,  ,       f.  rust  in  their  prime- 

norance — rotting  trom  sire  to  son,  and  age  to  age,  deal  vai  ignorance 
as  the  adder,  and  dark  as  Erebus?     She  would  tell  you,  tores  squabble 

"  over  trifles. 

you  were  a  degraded  and  despised  community;  but  only 
so,  because  you  would  be  so.  She  would  tell  you  that 
North  Carolina  was  a  lion  in  the  net,  an  eagle  without 
his  pinions,  fixed  upon  the  earth,  and  gazing  at  the  sun 
in  despair,  and  she  would  conjure  you  to  make  one  gener- 
ous, one  manly  effort,  to  redeem  and  disenthral  her — to 
take,  at  this  moment,  a  firm  and  noble  stand  in  support 
of  the  most  sacred  rights  of  humanity — to  silence  in  your 


314  Potter's  Speech. 

Anappeaifor        hearts  the  suggestions  of  every  selfish  passion,   and   act 

action  in  favor  of  °°  d  *-  ' 

peopiaeing  the  with  a  single  eye  to  the  honor  and  interests  of  jour  coun- 
try. She  would  remind  you  of  the  frailty  of  life,  and  the 
immortality  of  virtue.  She  would  tell  you,  that  time 
scoffs  and  hisses  at  the  grandest  achievements  of  man, 
and  crushes,  and  crumbles,  the  proudest  monuments  of 
his  power;  hut  that  fate  itself  had  no  control  over  virtue, 
essentially  eternal,  it  should  live,  like  a  cherub  smiling 
above  the  storm,  when  the  frail  forms  from  which  it 
sprung,  should  have  returned  to  the  clod  of  the  vax-ey. 
She  would  warn  you  that  the  flight  of  time  was  rapid  and 
irrevocable;  and  with  a  voice,  like  the  music  of  the 
spheres,  she  would  implore  you  to  seize  upon  the  passing 
hour — to  make  it  your  own,  and  render  it  immortal,  by 
consecrating  it  to  patriotism.  Cheered  and  elated  at  the 
effect  of  her  admonition,  her  form  now  buoyant  with  hope, 
her  brow  brightening  and  flushing,  and  her  eye  dilating — 
tearing  the  shroud  from  her  face,  and  stamping  with  an 
emphasis  that  should  wake  an  echo  in  every  cottage  of 
Carolina ;  in  a  tone  of  encouragement  and  command,  she 
would  exclaim  to  you,  as  she  retired,  "Arise !  thou  can'st 
and  must."  Yes,  to  be  great,  North  Carolina  has  only  to 
will  to  be  so.  She  has  moral  and  intellectual  energies, 
which,  if  put  into  action,  would  command  for  her  an  hon- 
orable and  enviable  elevation  in  the  Union — an  elevation, 
where  the  proudest  should  conceive  themselves  honored  in 
her  smile.  She  has,  indeed,  though  all  unknown  to  the 
world,  names  dear  alike  to  genius  and  science — names, 
which  the  all-enduring  hand  of  fame  will  inscribe  upon 
the  proudest  pillar  of  her  temple,  and  over  which  the  most 
approving  smiles  of  virtue  have  been  poured.  The  vir- 
tues of  Henderson  alone,  might  atone  for  the  errors  of  a 
vicious  age,  and  win  from  heaven  a  pardon  for  its  frailties 

Deplorable  absence  and  its  f  ollies.     Like  a  proud  tower  of  other  days,  time- 

01  patriotic  pride  ;  L  d    ' 

Sven°tifeeiieader0t  worn>  but  unyielding,  that  lifts  its  brow  to  heaven,  itself 
ship  of  affairs.        ^   [mRge   0f   eternity,    standing    amidst     desolation,     he 


Pottek's  Speech.  315 

stands,  in  all  the  grandeur  of  intellectual  solitude,  upon  a 
soulless  waste,  over  whose  dreary  and  cheerless  bosom  the 
eye  of  the  mind  searches  elsewhere  in  vain  for  shelter  and 
a  resting  place.  If  there  should  prevail  every  where  else 
a  dearth  of  feeling  and  of  thought,  to  him  would  I  repair, 
as  did  the  way-farers  of  Israel  to  the  moral  fountain,  so 
sublimely  typified  in  the  rock  of  the  desert.  To  him 
would  I  repair,  to  renovate,  refresh,  and  sustain  my 
spirit,  as  to  an  exhaustiess  source  of  truth,  of  virtue  and 
of  wisdom.  But  though  we  have-  such  men  of  might 
among  us,  they  continue  here  in  the  backwoods  of  iST. 
Carolina,  drifting  quietly  along  the  stream  of  life,  theii 
noble  energies  lost  to  their  country,  and  expended,  chiefly 
on  mere  private  professional  pursuits.  Such  is  the  de- 
plorable absence  of  high  feeling  and  patriotic  pride  among 
our  people — such  their  profound  ignorance,  not  only  of 
what  concerns  their  honor  and  their  rights,  but  their  in- 
terests merely,  that  instead  of  arming  and  sending  forth 
their  strong  men  to  battle  they  seem  content  to  entrust 
the  conduct  of  their  political  ranks  to  the  merest  pigmies 
of  the  community.  It  is  a  fact,  justly  mortifying  to  the 
pride  of  every  enlightened  lover  of  his  country,  that 
though  among  our  delegation  to  the  National  Legislature,  Many  representa- 

tivGS  in  congress 

there  be  several  worthy  gentlemen,  yet  many  districts  of  have  no  honor. 
our  people  have  selected,  as  the  guardians  of  their  politi- 
cal interests,  and  the  champions  of  their  political  honor, 
men  who  are  known  to  have  no  honor  of  their  own,  and 
no  ability  to  defend  it,  if  they  had  it.  Well  may  it  be 
said  of  them,  uThe  ass  knoweth  his  owner,  and  the  ox  its 
master's  crib;  but  Israel  doth  not  know,  my  people  do  not 
consider."  The  people  do  not  indeed  know,  or  consider 
what  they  do.  They  do  not  consider,  that  the  national 
government,  having  from  the  time  of  its  organization,  been 
invested  with  a  strong  control  over  most  of  the  important 
objects  of  legislation,  is  now  fast  attracting,  and  drawing 
within  the  verge  of  its  power,  every  essential  interest  of 


316  Potter's  Speech. 

the  people;  and,  consequently,  that  the  thirteen  men,  de- 
puted by  them  to  the  national  legislature,  are  probably 
every  day  called  upon  to  decide  questions  bearing  more 
decisively  and  vitally  upon  their  rights  and  welfare,  than 
do  the  whole  body  of  measures,  which  we  here  at  home 
have  to  act  upon,  in  a  six  week's  course  of  legislation.  It 
is  not  less  appalling  than  disgusting,  the  effect  on  the  mag- 
nitude of  the  trust,  and  the  responsibility  of  the  trusted, 
our  legislature  en-  While  we  sit  here  engaged  in  listening  to  petitions  for 
matters,  while  coii-  gates,  petitions  for  divorces  and  petitions  for  legitimate 

gross  votes  away  .  . 

the  national  reve-    bastards,  they  are  carrying;  on  stupendous  operations,  and 

nue  to  other  states ;  .  . 

condition °fsuch  exPending  millions  of  money,  drawn  from  the  pockets  of 
the  people ;  and  how  expending  it  ?  Aye,  how  expending 
it  ?  why,  the  money  raised  from  honest,  laborious  and  self- 
devoted  ]STorth  Carolina,  is  expended  in  other  states.  It 
is  transferred  to  those  states,  who  do  themselves  the  jus- 
tice, to  send  to  their  National  Legislature,  not  topers,  and 
fools,  and  vagabonds,  but  men — men  whose  characters  and 
talents  command  for  the  interests  of  their  people,  a  de- 
cided preponderance  there.  North  Carolina,  the  sixth 
state  in  the  Union,  in  numbers  and  intrinsic  resources, 
is  yet  the  very  last  in  political  dignity.  She  exercises 
less  influence  and  controul  over  the  measures  of  the  na- 
tional government,  than  the  little  State  of  Delaware,  with 
a  single  representative.  In  the  appropriate  and  emphatic- 
language  of  one  of  the  few  men  in  our  national  delegation, 

North  Carolina  the  of  whom  we  may  be  "justly  proud,  North  Carolina  is  the 

Ireland  of  the  .  J         . 

union.  Has  no      Ireland  of  the  Union.     Yes,  sir,  we  are  the  tributaries  of 

voice  in  congress ;  ;  ' 

the  reason.  ^e  "Union.     "In  the  sweat  of  our  faces  do  we  earn  our 

bread,"  and  pay  to  our  masters  what  they  demand  of  us ; 
and  the  only  benefit  which  we  derive  from  it,  with  some 
honorable  exceptions  be  it  spoken,  is  the  privilege  of  send- 
ing a  few  cattle  to  Washington,  to  be  stalled  and  fattened 
there  during  the  winter,  on  a  part  of  the  proceeds  of  our 
own  labor.  If  ever  we  disturb  the  silence  of  the  hall  of 
Odin,  and  mingle  in  the  din  of  its  gladiators,  our  "voice, 


Potter's  Speech.  317 

is  like  that  of  one  from  the  wilderness,  whom  no  one 
heareth."  The  expression  of  our  wishes  is  met  with  bitter 
scorn,  or  with  calm  contempt,  and  cold  neglect,  from  the 
National  Legislature,  and  the  National  government. 
Why  ?  Because  the  organs,  through  which,  in  a  great 
measure,  we  choose  to  communicate  with  them,  are  not  en- 
titled to  respect  themselves,  and  cannot,  therefore,  com- 
mand it  of  us.  But  if,  in  "these  piping  times  of  peace," 
they  are  utterly  inadequate  to  the  great  trust  confided  to 
them,  it  is  dreadful,  it  is  horrible  to  reflect,  what  our  peo- 
ple may  suffer  from  the  impotency,  in  great  and  danger- 
ous emergencies.  And  can  we  be  so  infatuated  as  to  in- 
dulge the  hope,  that  we  are  to  be  left  forever  to  the  calm 
and  undisturbed  enjoyment  of  our  rights — rights,  to  estab- 
lish which,  the  wealth  of  our  fathers  was  exhausted  and 
their  best  blood  poured  forth  like  water  ?  Believe-  me, 
no !  Liberty  is  a  divinity,  whose  favor,  as  it  is  not  to  be 
won,  so  neither  can  it  be  kept  by  the  offerings  of  dullness 
and  luxury.  Wisdom  and  virtue  alone  can  propitiate  her 
smiles ;  and  never  does  her  votary  appear  so  lovely  in  her 
eyes,  as  when  his  glove  of  mail  is  dyed  in  gore.  Sir,  the 
time  will  come — nay  the  time  is  coming,  when,  without 
the  most  heroical  mildness,  magnanimity  and  forbearance, 
not  this  State  only,  but  this  mighty  Union,  is  to  be  shaken 
and  convulsed  to  its  very  centre;  and  it  is  in  these  halls — 
it  is  in  the  halls  of  legislation,  rather  than  the  "tented 
field,"  that  questions  are  to  be-  decided,  involving  na- 
tional liberty,  or  national  slavery — National  existence,  or 
national  death.  In  such  an  event,  when  that  crisis  shall 
arise,  when  the  storm  that  is  now  silently  collecting  in 
its  wrath,  shall  actually  burst  upon  us,  what  will  be  our 
attitude?  Aye,  what  will  be  the  bearing  of  North  Caro- 
lina with  such  men  in  her  national  council,  as  Daniel  Bar-  Names  the  incom- 

ttt-it        A1    .  -.    -r  ,     „  .       „...      ,  petent  members  of 

rmger,    Willis  Alston,   and  Lemuel   Sawyer?     Will  they  congress  from 

°  '  ">  J    North  Carolina. 

protect  us  ?  Can  they  protect  us  ?  Tis  notorious,  that 
neither  have  the  sagacity  nor  the  energy  to  do  it.     They 


318  Potter's  Speech. 

have  not  the  soul  to  stand  in  the  presence  of  the  mighty 
men  with  whom  they  are  absurdly  classed,  and  in  their 
faces  calmly,  but  boldly,  assert  our  rights  and  advocate 
our  interests.  Pardon  me,  sir,  I  do  not  regard  this  as  a 
proper  place  to  bandy  vulgar  epithets.  I  have  too  much 
respect  for  the  gentlemen  with  whom  I  am  associated,  and 
before  whom  I  now  stand — I  have  too  much  respect  for 
myself  wantonly  to  indulge  here,  in  expressions  of  per- 
sonal hostility.  I  cherish  none  towards  either  of  those 
unfortunate  men;  but  I  feel  indignant  and  disgusted  at 
the  degradation  of  my  country,  and  it  is  under  a  sense  of 
public  duty  that  I  speak,  when  I  say  that  one  of  them, 
is  not  only  without  talent  and  without  character,  but  with- 
out free-agency — that  he  is  not  only  a  slave  to  mean  and 
low  propensities  of  his  own,  but  a  pimp  and  a  caterer  to 
the  selfish  and  sordid  passions  of  a  malignant  villian  and 
a  vile  slanderer.  Yes,  he  is  governed  by  a  fellow,  who  is 
himself  governed  by  the  Federal  Government,  who  holds 
a  sinecure  under  the  Federal  Government,  and  in  the  last 
3  years  has  pocketed  ten  thousand  dollars  from  the  treas- 
ury of  the  union,  without  having  rendered  a  single  act  of 
service  for  it;  but  has  continued  here  at  home,  lounging 
about  the  courts  of  the  country,  and  slandering  our  most 
virtuous  and  useful  citizens,  only  because  they  were  hon- 
ester  than  himself,  and  because,  here  at  home  by  their 
country  who  knew  them  both  they  had  been  more  honor- 
ably noticed  and  advanced.  One  might  have  expected 
better  things  from  his  age ;  but  the  whiteness  of  his  hair, 
bleached  by  the  frost  of  fifty  winters,  forms  a  singular 
and  sad  contrast  to  the  darkness  of  the  thoughts  that  roll 
below.  But  I  forbear.  It  is  a  sufficient  punishment  to 
him  to  be  what  he  is.  Let  it  not  be  supposed,  that  be- 
cause I  thus  allude  to  the  characters  of  mean  men,  who 
hold  high  stations  in  the  country,  that  I  am  the  less  re- 
gardful of  the  honor  of  my  country.  I  love  my  country, 
and  would  die  for  her.     Yes,  sir,  if  the  offering  of  my 


Potter's  Speech.  319 

poor  life  could  in  aught  advance  her  interests  or  her  honor, 
heaven  knows  that  I  would  lay  it  down  as  promptly  and  as 
cheerfully  as  ever  gallant  entered  the  bower  of  consenting 
maiden ;  but  though  "'with  all  her  faults  I  love  her  still," 
I  will  not  flatter  those  faults,  I  will  not  flatter  her  rank 
vices  and  follies — I  will  not  "bend  to  her  idolatries  a  pa- 
tient knee,  nor  cry  aloud,  in  worship  of  an  echo ;"  but 
rather  hold  a  mirror  up  to  her  which,  by  reflecting  her 
moral  deformities  full  in  her  face,  shall  teach  her,  if  pos- 
sible to  turn  away,  in  shame  and  terror  from  them'.  It 
is  right — it  is  necessary,  she  should  see  how  she  is  gulled 
and  dishonored.  She  does  not  know  it — she  does  not  feel 
it — and  all  the  ills  she  bears,  are  to  be  traced  to  her  pro- 
found insensibility — to  her  jjolitical  character  and  politi- 
cal rights.  I  affirm,  that  such  a  sentiment,  as  an  enlight-  Enlightened 
ened  regard  to  the  dignity  and  interests  of  their  country,  dignity  of  the 

State  does  not 

does  not  exist  anions;  the  mass  of  the  people  of  jNorth-  exist  among  the 

°  x       x  masses. 

Carolina ;  and,  in  the  name  of  God,  I  would  ask  you  who 
are  assembled  here,  under  the  sacred  and  responsible  ob- 
ligation to  guard  their  honor,  preserve  their  rights,  and 
provide  for  their  welfare,  if  you  will  continue  to  sit 
quietly  here,  with  your  arms  folded,  and  wait  for  heaven 
to  inspire  .them  with  it  ?  The  days  of  inspiration  are  no 
more,  and  it  will  be  vain  and  idle  in  us,  to  expect  our  peo- 
ple to  become  wise  and  virtuous,  until  we  give  an  impulse 
to  their  slumbering  energies.  To  impart  that  impulse  is  the 
object  of  the  measure  I  now  tender  you.  It  is  founded  on 
the  admission  of  our  inability  at  this  time,  to  extend  the 
benefits  of  education  to  all  our  people,  and  proposes, 
therefore,  to  select  from  the  several  sections  of  the  State 
such  a  portion  of  our  youths  as  we  can  conveniently  edu- 
cate, and  assemble  them  in  a  common  college,  that  we  may 
qualify  them  to  instruct  the  others.  Let  not  the  plain 
and  prudent  men  of  the  house  be  started  at  the  name  of 
the  institution — nothing  extravagant,  nothing  grand  in 
the  common  sense  of  the  word,  is  intended.  It  is  not 
proposed  to  instruct  our  young  men  how  to  educate  their 


The  kind  of  edu- 
cation needed. 


320  Potter's  Speech. 

bodies,  to  shine  in  the  drawing  rooms,  and  prattle  about 
literature  and  the  sciences,  but  to  instil  into  their  hearts 
the  chastest  and  severest  principles  of  virtue  and  philoso- 
phy—to teach  them,  as  the  cardinal  principle  of  education 
that  the  first  and  most  sacred  obligation  of  a  citizen  is  his 
duty  to  his  country,  and  qualify  them,  at  the  same  time, 
efficiently  to  perform  it.  All  is  to  be  conducted  on  the 
most  rigid  principles  of  economy — a  farm  is  to  be  estab- 
lished, and  plain  wooden  buildings  constructed,  as  the 
only  outward  signs  of  the  college ;  and,  as  a  fundamental 
rule  of  discipline;  the  young  men  are  to  be  divided  into 
five  classes,  and  in  turn  to  be  constantly  engaged  in  agri- 
cultural labours  on  the  college  farm.  The  influence  of  an 
The  college  would  institution,  founded  and  conducted  on  these  principles, 
effect  upon  ail  the  would  not  be  limited  to  its  own  membership.  It  would 
have  an  exalting  effect  on  the  morality  of  the  whole  com- 
munity, and  strongly  tend  to  create  an  enlightened  tone  of 
sentiment,  and  a  just  sense  of  excellence.  Who  can  say, 
that  such  a  sense  now  exists  among  us  ?  I  affirm  that  it 
does  not.  We  are  magnanimous  enough  in  professions. 
We  say  we  are  republicans,  and  profess  to  live  for  virtue 
and  for  liberty ;  but  when  we  come  to  act — when  we  are 
called  upon  for  that  true  touchstone  of  the  heart,  we  show 
at  once  the  emptiness  of  these  professions.  Every  man's 
experience  must  have  satisfied  him  of  this.  I  have  my- 
self striking  exemplifications  of  the  fact.  I  have  met 
our  professions  are  with  those,  who  were  all  magnanimity  in  professions,  but 

great,  our  acts  _  °  . 

small.  real  meanness  in  conduct — who,  under  an  appearance  of 

simplicity  approaching  to  childishness,  and  generosity  bor- 
dering upon  enthusiasm,  concealed  a  degree  of  guile  and 
of  selfishness,  that  would  have  augmented  the  address  of 
the  primal  seducer.  Yes,  sir,  the  great  Don  Juan  of 
Eden  himself,  who  triumphed  over  the  virtue  of  our  first 
mother,  was  not  more  wily  and  more  artful,  and,  like  him, 
it  is  their  great  luxury,  with  insidious  creepings,  to  wind 
their  way  into  the  unsuspecting  heart,  only  to  deposit  their 


Potter's  Speech.  321 

poison  there,  and  leave  it  blackened,  if  not  blasted  by  the 
contagion.  I  call  upon  yon  all  to  look  around  you  in  the 
world,  and  see  if  its  dignities  depend  on  virtue.  Do  you 
not  everywhere  behold  villians,  insensible  to  all  the  obliga- 
tions of  morality  and  patriotism,  whose  wealth  alone  se- 
cures to  them  the  smiles  and  honors  of  the  world,  when, 
too,  in  the  very  acquisition  of  it  they  have  violated  not 
only  the  kindly  feelings  of  nature  and  humanity,  but  the 
sternest  principles  of  truth  and  justice  \  Yet,  it  matters 
not,  though  a  scoundrel  may  have  robbed  his  mother,  his 
father,  his  brother,  his  friend,  or  his  country,  if  he  has 
done  it  in  a  way  to  screen  himself  from  a  prosecution, 
and  save  his  ears,  though  he  may  basely  have  put  into 
his  pocket  ten  thousand  dollars  of  the  money  of  the  peo- 
ple, for  which  he  never  rendered  a  single  act  of  service, 
yet  having  secured  it,  he  may  furnish  feasts,  and  honest 
Imen  will  condescend  to  share  them.  jSTay,  more,  he  may  ^eansof  ending 
obtain  a  place  in  the  Legislature  of  his  State,  and  there  condition"1 
procure  the  jitassage  of  an  act,  for  his  own  private  and 
especial  benefit — an  act,  bearing  upon  its  very  face  a  lie, 
and  having  for  its  object  nothing  more  or  less  than  the 
securing  of  a  legal  fee  in  his  dishonest  and  "itching 
palm" ;  and  yet  not  only  escape  the  vengeance  due  to 
crime,  but  continue  to  legislate  for  the  very  people  he  has 
thus  betrayed  and  dishonored.  I  call  upon  you,  the  guar- 
dians of  the  morality,  as  well  as  the  rights  of  the  people, 
to  put  your  faces  against  their  abominations  ;  and  by  adopt- 
ing the  system  of  education  before  you,  prepare  the  way 
for  exterminating  these  evils.  The  people  should  be  in- 
structed to  respect  nothing  but  virtue ;  to  despise  and 
tread  upon  a  villian,  though  his  limbs  be  arrayed  in  gold 
and  fine  linen. 

The  mere  contemplation  of  such  an  institution  as  tht  The  proposed  coi- 

i  it  i  t  lege  would  flt 

one  proposed,  would  stronglv  tend  to  accomplish  this  re  young  men  to  serve 

t  °  "  L  their  country. 

suit.     It  would  be  a  sublime  and  noble  spectacle  to  see  a 
body  of  young  men,  associated  together  under  the  sanction 

21 


322  Potter's  Speech. 

and  patronage  of  their  country ;  the  direct  and  exclusive 
object  of  whose  education,  should  be  the  attainment  of 
excellence.  It  would  relieve  them,  too,  from  the  degrad- 
ing consciousness  of  dependence,  to  know  that  while  they 
were  qualifying  themselves  to  serve  their  country,  they 
could,  in  a  course  of  healthful  exercise,  produce  what  was 
necessary  to  sustain  and  support  themselves.  It  would 
dignify  labour,  and  make  it  respectable,  not  only  in  their 
eyes,  but  those  of  the  community;  and  would  thus  furnish 
a  powerful  incentive  to  general  industry.  It  is  impossible 
Agriculture  would  to  detail,  or  even  to  anticipate,  the  many  advantages  which 

be  elevated.  _  r        '  .  J      . 

might  result  to  the  country,  from  the  agricultural  depart- 
ment of  the  college.  Agriculture,  the  most  important  in- 
terest of  North-Carolina,  for  we  are  essentially  a  body  of 
farmers,  would  there  be  systematised  and  reduced  to  sci- 
ence: the  professor  of  agriculture  would  be  chosen  for  his 
knowledge  of  the  elementary  principles,  as  well  as  the 
practical  details  of  the  science ;  and,  in  the  conduct  and 
government  of  the  college  farm,  might  throw  a  body  of 
new  light  on  the  subject,  which  would  be  eminently  ser- 
viceable to  the  whole  community.  Next  in  importance 
to  the  department  of  agriculture,  is  the  military  profes- 
sorship. It  is  admitted  to  be  incompatible  with  the  spirit 
The  militia  would  of  our  government  to  keep  on  foot  a  body  of  mercenaries ; 

be  rendered  em-  '  . 

cient.  and  hence  it  has  been  laid  down  as  one  of  the  cardinal 

principles  of  our  republican  policy,  that  to  the  militia 
should  be  left  the  defence  of  our  liberties.  Is  it  not 
greatly  important  then,  that  they  should  be  efficiently  dis- 
ciplined and  instructed  ?  Who  that  has  attended  the  ar- 
rays of  our  militia,  and  witnessed  their  clumsy  and  un- 
graceful evolutions,  but  must  laugh  to  scorn  the  idea  of 
their  offering  effectual  resistance  to  a  disciplined  foe  ?  I 
am  sure  I  do  not  err,  when  I  say  that  ten  thousand  men, 
who  had  seen  service — ten  thousand  courageous  and  dis- 
ciplined troops,  thrown  upon  the  coast  of  North  Carolina, 
might  overrun  the  State  with  fire  and  sword.      Let  not  my 


Potter's  Speech.  323 

sentiments  be  misunderstood.  The  light  of  heaven  no 
where  shines  upon  a  braver  or  a  hardier  race  than  that  of 
North    Carolina.      I   do   not   believe   there   is   on   earth   a  tYise  to  provide  for 

the  general  niih- 

people,  with  bolder  hearts  or  stouter  hands,  than  those  we  theyPeopie.tlon  °f 
represent ;  but  the  history  of  all  time  has  shewn,  that,  in 
the  field,  the  best  and  noblest  efforts  of  valour  are  vain 
without  discipline.  If  we  would  be  wise,  therefore,  and 
act  upon  the  lessons  of  the  past,  let  us  now,  when  it  is  in 
our  power,  lay  the  foundation  of  a  general  military  edu- 
cation for  our  people.  If  it  be  desirable  that  they  should 
be  disciplined  at  all,  and  our  policy  is  mainly  founded 
upon  that  principle,  then  it  is  obvious  they  should  be  well 
disciplined ;  so  that,  in  time  of  need,  they  may  stand  forth, 
the  guardians  of  our  liberties,  our  women,  our  children, 
and  our  firesides.  Among  other  interesting  results,  this 
important  one  would  inevitably  attend  the  adoption  of  the 
system  before  you.  It  does  not  propose  to  make  enlight- 
ened citizens  of  those  merely,  who  shall  be  immediately 
educated  under  it ;  but  through  them,  to  reach  and  in- 
struct the  great  body  of  our  people.      It  is  to  be  remem-  Those  educated  to 

o  ./  i       i  be  teachers  at 

bered,  as  the  condition  on  which  their  country  is  to  under-  a^stete^effects 
take  to  educate  them,  that  she  is  to  have  a  paramount  and  0l  l  e  plan' 
indefeasible  title  to  their  services,  for  six  years  from  the 
day  on  which  their  education  commences ;  and  that,  after 
they  have  been  supported  and  instructed  for  three  years  at 
the  Political  College,  they  are  to  be  distributed  through 
the  State,  at  such  stations  as  the  Rector  and  Visitors  of 
the  College  shall  think  proper  to  assign  them,  and  there 
serve  the  other  three  years  in  disseminating  among  their 
countrymen  the  benefits  of  that  education,  and  that  dis- 
cipline, which  their  country  shall  have  conferred  upon 
them.  We  shall  thus  have  created  for  ourselves  a  body  of 
instructors  eminently  and  efficiently  qualified  to  superin- 
tend the  morality  and  intellect  of  the  State,  and  to  give  a 
just  and  enlightened  direction  to  it ;  and  when  elistrict 
schools  shall  have  been  established  throughout  the  State, 
the  Political  College  can  remain  as  a  focus  for  the  concen- 


324  Potter's  Speech. 

tration  of  the  genius  of  the  country.  It  would  be  a  nu- 
cleus, round  which  the  sentiments  and  affections  of  the 
people  would  form — it  would  give  life  and  soul  to  the 
State — it  would  be  to  her,  what  now  she  has  not,  a  heart, 
equally  enlivening  and  animating  all  her  parts,  and  would 
soon  absorb  the  stupid  and  selfish  prejudices  now  enter- 
tained by  one  portion  of  our  people  against  the  other. 
The  men  who  should  be  educated  there,  would  be  particu- 
larly qualified  to  contribute  to  this  result.  One  of  the 
principles  of  the  measure  is  to  extend  the  aid  of  the  State 
only  to  those  who  are  unable  to  educate  themselves. 
Taken,  therefore,  from  the  humblest  grade  of  life,  and 
exalted  by  education,  they  would,  when  they  returned 
among  their  countrymen,  have  more  authority  and  influ- 
ence with  them,  than  those  of  equal  abilities,  but  higher 
birth,  and  better  fortunes  than  their  own.  It  is  impossi- 
ble at  this  time  to  enumerate  all  the  advantages  which 
might  result  from  such  an  institution,  or  even  adequately 
to  discuss  the  details  of  the  measure  itself.  Perhaps, 
however,  among  other  reasons  for  opposition,  it  may  be 
objected  to,  on  the  ground  of  the  smallness  of  the  number 
aii  the  people  can  which  it  proposes  to  educate.     To  this,  I  answer,  that  the 

not  now  be  edu-  n  t    ,  •  j"iri  -j.    •  1 

cated;  only  a  few.  sparceness  oi  our  population,  amused  as  it  is  over  such 
an  extensive  space,  and  the  condition  of  our  fiscal  con- 
cerns, forbids,  at  this  time,  the  thought  of  educating  all 
our  people ;  and  it  is,  therefore,  proposed  to  select  from 
among  them  such  a  portion  as  our  funds  will  enable  us 
to  educate,  and  qualify  them  to  instruct  the  others.  It 
may  be  answered,  too,  that  if  the  number  of  young  men 
to  be  educated,  compared  with  the  whole  number  of  the 
State,  be  small,  the  sum  to  be  raised  by  the  State  to  sup- 
port and  educate  them,  compared  with  the  whole  amount 
of  the  funds  of  the  State,  is  proportionately  small.  The 
interest  of  it  might  be  raised  from  the  property  of  North 
Carolina,  and  so  trifling  would  be  the  portion  which  each 
man  would  pay,  that  unless  reminded  of  it,  he  scarcely 
would  perceive  it.     Many  gentlemen  in  my  part  of  the 


Potter's  Speech.  325 

State  annually  contribute  a  hundred  times  as  much  as 
their  share  of  it  would  amount  to,  to  improve  the  breed 
of  game  cocks  and  race-horses.  Besides,  a  hundred  men, 
educated  in  the  manner  proposed,  would  be  worth  to  the 
State  more  than  a  hundred  thousand,  with  a  mere  smat- 
tering of  education. 

In  all  ages,  in  all  countries,  we  find  that  in  difficult  and  The  value  of  a  few 

.■,.-•-«  i  i  i     t  educated  men. 

dangerous  emergencies,  the  safety  of  many  has  depended 
on  the  few ;  and  in  a  decisive  crisis,  a  hundred  such  men 
would  be  worth  to  us  far  more  than  the  "rascal  counters" 
which  we]  should  expend  upon  them.  They  might  be 
worth  to  us  our  liberties.  Sir,  would  you  ask  for  an  in- 
stance of  the  amazing  influence,  which  even  one  great  mind, 
happily  cultivated  and  fairly  developed,  could  exercise 
over  the  interests,  the  character  and  the  fame,  even  of  a 
learned  and  powerful  nation.  jSTone  who  have  communed 
with  him,  ever  can  forget  the  divine  spirit  that  breathes 
and  burns  in  every  line  of  the  immortal  Scottish  tales. 
-As  an  author,  he  has  done  more  for  his  country  than  ever  what  waiter  scott 

has  done  for  his 

man  before  did  for  his  country.  He  has  rescued  Scotland  country. 
from  comparative  obscurity  and  oblivion,  and  made  her  a 
holy,  and  a  haunted  region.  Every  vale  of  his  native 
land  has  been  lighted  up  with  a  ray  of  his  genius,  and  her 
mountains  and  her  caverns  are  peopled  with  the  children 
of  his  fancy.  Among  his  pages,  her  chiefs  and  sages  rise, 
like  "spirits  conjured  from  the  vasty  deep,"  and  stand 
embodied  there,  in  the  eternal  panoply  of  truth — truth 
avouched  by  history,  and  consecrated  by  genius.  Their 
thoughts,  their  deeds,  their  very  forms,  have  all  the 
warmth  and  freshness  of  life ;  and  we  hear,  and  see,  and 
almost  feel  them,  with  as  palpable  distinctness,  as  if  they 
yet  "lived,  and  moved,  and  had  their  being."  But 
whence  the  mighty  power,  that  could  thus,  "as  with  the 
stroke  of  an  enchanter's  wTand,"  call  back  the  vanished 
models  of  past  excellence,  to  act  as  monitors  of  living  men, 
persuading  us  by  their  eloquence,  and  exalting  us  by  their 
example,  to  the  pursuit  of  virtue  and  excellence  ?  Whence, 


326  Potter's  Speech. 

I  say,  this  mighty— this  magic  power?  The  original  ca- 
pacity must  indeed  have  come  from  heaven ;  "but  its  devel- 
opment was  the  fruit  of  education  alone.  But  for  the  ex- 
panding and  ennobling  influence  of  education,  even  Scott 
himself, 

"In  life's  low  vale  remote,  had  pined  alone, 
Then  drop'd  into  the  grave,  unpitied  and  unknown." 
Education  makes         In  education  alone,  may  consist  the  difference  between 

the  difference  be- 
tween Scott  and      h^  mind,  and  that  of  many  a  youth,  now  toiling  at  the 

many  North  Caro-  J  J  o 

lmaboys.  handles  of  a  plough,  in  the  fields  of  Carolina;  and  the 

elements  of  as  great  a  heart  might  be  found  beneath  the 
tattered  vest  of  many  a  helpless  boy.  Nay,  I  take  it  upon 
myself  to  say,  that  I  do  not  know  a  man,  reared  and  liv- 
ing among  us  in  profound  obscurity,  scarcely  less  divinely 
gifted  than  Scott  himself,  who,  if  his  lot  had  been  cast  in 
a  kindly  and  intellectual  region,  would  have  been  the  ob- 
ject of  universal  love  and  admiration — whose  spirit,  if  it 
had  been  courted  into  expansion,  and  enlivened  into  ac- 
tion, would  have  been  a  blessing  to  his  country,  and  an 
ornament  to  humanity ;  but,  alas !  alas !  too  gentle  and  too 
delicate,  to  meet  and  master  the  rugged  storm  of  vulgar 
passions  and  stupid  prejudices,  that  spirit  is  fast  retiring 
within  the  dark  and  icy  chamber  of  despair.  I  speak, 
and  I  could  weep  while  I  speak,  of  the  immortal  Edwin 

Tribute  to  Edwin  Paschalle.  Yes,  though  his  name  be  like  my  own,  un- 
known to  fame,  yet  here  in  the  face  of  my  country  and 
the  world,  I  dare  to  call  him  the  immortal  Edwin  Pas- 
challe, for  the  elements  of  his  mind  and  of  his  heart  can 
never  dissolve,  but  must  endure  forever.  Death  may  in- 
deed lay  low  his  mortal  form,  and  remove  him  from  a 
scene  unworthy  of  his  pure  spirit;  and  when  that  hour 
shall  arrive,  to  him  bringing  neither  terror  nor  sadness, 
when  the  shaft  of  the  dark  and  relentless  monster  shall 
reach  and  rive  his  sublime  heart,  the  genius  of  poetry  will 
hover  o'er  the  spot  where  he  reposes,  and  chant  to  the 
winds  of  the  evening,  "a  mute,  inglorious  Milton,  here 
doth  rest."      And  will  you  thus  permit  the  genius  of  your 


Potter's  Speech.  327 

country  to  droop  and  wither,  and  die  of  inanition  ?  Will  The  plan  of^educa- 
you  leave  the  rich  mine  of  intellectual  ore,  every  where  f^uncUono?e  the 
aboanding  in  your  State,  unexplored  and  unwrought  %  w ""'  '' 
Or,  rather,  will  you  not  forthwith  establish  a  moral  mint, 
and  work  it  up,  as  the  only  source  of  true  wealth,  and  hap- 
piness to  the  people  ?  The  University,  indeed,  is  now 
open  to  the  sons  of  the  wealthy,  where  they  are  received 
and  cultivated  to  the  utmost  extent  of  the  capability  of 
improvement ;  but  those  of  the  needy  must  gaze  upon  that 
temple  of  science,  as  did  the  patriarch  on  the  land  of 
promise,  as  a  place  they  are  destined  never  to  reach. 
Adopt  the  system  of  education  proposed  to  you  and  it 
will  at  once  remedy  this  hardship  and  remove  these  un- 
just distinctions.  Wherever  a  genius  shall  appear,  with 
more  than  ordinary  promise  of  ability  to  serve  his  family 
and  his  country,  no  matter  how  obscure  his  birth,  how  low 
his  fortune,  the  fostering  hand  of  his  country  will  be  ex- 
tended to  him — he  will  be  taken  under  her  protection  and 
his  education  provided  for.  Sir,  I  despise  gasconading 
here  and  elsewhere,  and  it  is  only  because  I  know,  that 
were  I  called  upon,  I  should  be  prompt  to  act  as  I  am  to 
speak,  that  I  now  declare  to  you,  that  such  is  my  sense  of 
the  utility  of  this  measure,  of  its  vast  importance  to  the 
dearest*  interests  of  my  country,  that  if  blood  alone  could 
procure  its  adoption,  and  the  sacrifice  of  an  humble  indi- 
vidual would  suffice,  here  in  my  face  would  I  receive  the 
axe   of   the   executioner.     At   this   moment,    and   on   this  Fear  of  public 

opinion  controls 

spot,  would  1  how  me  down,  and  submit  to  the  death  stroke  the  votes  of  mem- 

bers  on  appropria- 

of  the  headsman ;  and  I  should  depart  with  the  consoling  tlons- 
and  triumphant  conviction,  that  I  had  done  more  to  exalt 
the  character  of  my  country,  to  enlarge  her  happiness, 
and  perpetuate  her  liberties,  than  if  I  had  been  entrusted 
with  the  command  of  her  citizens,  and  had  met  and  van- 
quished her  enemies  in  the  field.  But,  alas !  for  the  honor 
and  the  interest  of  the  State,  such  is  the  doting  fondness 
with  which  many  of  us  cling  to  the  pettiest  portion  of 
power,  such  our  extreme  reluctance  to  incur  the  least  lia- 


328  Potter's  Speech. 

bility  to  lose  the  dear  favor  of  the  people,  that  whenever 
ewe  are  called  upon  to  make  an  appropriation  for  money, 
though  it  be  directly  and  obviously  for  their  benefit,  we 
fix  our  eyes  at  once  upon  their  brilliant  chandelier,  and 
begin  to  calculate  the  chances  of  returning  next  winter,  to 
spend  six  or  eight  weeks  in  this  fine  hall,  with  the  right 
to  say  yea  and  nay,  on  unimportant  questions.  I  should 
hope,  however,  that  on  this  occasion  you  would  discard  all 
selfish  considerations,  and  resolve  to  act  worthily  of  your 
country  and  yourselves.  I  know  not  how  it  may  be  with 
the  rest  of  you ;  but,  for  myself,  when  I  shall  cease  to  live 
in  accordance  with  the  dictates  of  honor  and  of  truth — 
when  I  shall  be  deterred  by  any  consideration  whatever, 
from  the  bold  and  honest  discharge  of  my  duty  to  my  con- 
stituents and  my  country,  may  the  execration  of  those  con- 
stituents and  of  that  country  await  me — may  the  spirit  of 
my  father,  whose  heart  was  exalted,  though  his  station 
was  lowly,  and  whose  principles  remained  pure  and  un- 
altered, even  by  the  foulest  and  most  evil  destiny — aye ! 
may  his  spirit  indignantly  swoop  on  me  from  on  high,  and 
blast  me  with  the  wrath  of  his  eternal  curse.  "O,  Gen- 
tlemen, the  time  of  life  is  short,  to  spend  that  shortness 
basely  were  too  long:  though  life  did  ride  upon  a  dial's 
point,  still  ending  at  the  arrival  of  an  hour."  Of  the 
frailty  and  the  fleetingness  of  our  nature,  what  an  appall- 
ing and  mournful  exemplification  have  we  just  beheld. 
Refers  to  the  fate  While  standing  up  here  in  the  presence  of  his  country,  the 
champion  of  her  best  and  noblest  institution,  in  the  full 
exertion  of  his  divine  energies,  in  defence  of  her  dearest 
and  most  essential  interests,  the  godlike  Stanly  faltered 
in  his  course — even  his  great,  his  mighty  mind  quailed 
and  sunk  beneath  the  mysterious  power  of  heaven.  In  the 
arms  of  his  weeping  country  he  fell,  who,  with  grief  un- 
utterable, had  marked  his  failing,  and  rose  with  eager 
zeal  to  receive  and  sustain  him.  The  fortitude  with  which 
he  met  the  blow,  the  effort  of  his  undauntable  spirit  to 
bear  his   body   up   against  the   shock;   the   dignified   and 


Potter's  Speech.  329 

stern  reluctance  with  which  at  last  that  body  yielded  to  a 
power  which  mortals  would  in  vain  oppose,  constituted 
the  most  sublime  and  impressive  spectacle  I  ever  beheld. 
May  that  power,  which  thus  in  a  moment  snatched  him 
from  among  us,  again  restore  him  to  his  deserved  pre- 
eminence. Brief  indeed  is  the  space  allotted  us,  either 
for  thought  or  action.  But  few  years  will  have  passed 
away  and  the  seats  we  all  now  occupy  will  be  filled  by 
other  forms,  as  reckless,  perhaps,  and  certainly  as  perish- 
able as  our  own.  Those  of  us  whose  voices  shall  not  have 
been  stifled  by  faction,  or  by  the  just  and  enlightened  de- 
cision of  our  country,  will  have  fallen  beneath  a  sterner 
and  a  surer  blow  than  that  which  silenced  the  eloquence 
of  Stanly.  Here,  then,  while  we  stand  "upon  this  bank 
and  shoal  of  time,"  let  us  do  that,  which,  in  after  years, 
shall  show  we  did  not  live  in  vain.  Let  us  leave  to  the 
future  generations  of  our  countrymen  a  lasting  and  con- 
soling evidence,  that  of  the  many  hours  of  sin  and  tears, 
crowded  into  our  mortal  span,  there  was  one  in  which  we 
yielded  to  the  suggestion  of  patriotism  and  virtue.  For 
myself,  if  it  were  pardonable  in  me  at  this  moment  to 
indulge  a  selfish  thought,  I  should  say  that  if  fame  stood 
obedient  to  my  will,  with  all  her  fools  and  monuments  be- 
fore me,  I  would  choose,  as  the  safest  and  most  sacred  wouin  rejoice  to  be 
repository  that,  which  should  convey  me  to  posterity,  as  cessfui  advocate  of 

i  i  i  c  r    t  '  this  measure. 

the  author  and  successful  advocate  of  this  measure. 
"But  is  too  fond  and  far, 
These  aspirations  in  their  scope  incline, 
Should  dull  oblivion  bar, 

My  name  from  out  the  temple,  where  the  dead 
Are  honored  by  the  nations,  let  it  be, 
And  light  the  laurels  on  a  loftier  head ; 
And  be  the  Spartan's  epitaph  on  me, 
'Sparta  hath  many  a  worthier  son  than  he.'  " 

— The  Star,  Feb.  23,  1827. 


9.    DISCUSSION  OF  THE  MORALITY  OF  LOTTERIES. 


Richmond  acade- 
my in  need  of 
buildings  which 
can  not  be  pro- 
vided by  private 
funds. 


Impossible  to  get 
an  appropriation 
out  of  the  public 
treasury. 


The  bill  authorizing  the  Trustees  of  the  Richmond 
Academy  to  raise  by  .Lottery,  ten  thousand  dollars,  was 
read  the  second  time,  and  the  question  having  been  put 
on  its  passage — 

Mr.  Leake,  rose  and  said,  that  it  would  doubtless  be 
recollected,  by  the  greater  part  of  the  Senate,  that  when 
at  the  last  session,  he  had  the  honor  of  introducing  a  sim- 
ilar bill  to  the  one  now  under  discussion,  he  had  taken  oc- 
casion to  advert  to  the  circumstances  which  had  made  it 
necessary  for  the  Trustees  of  the  Richmond  Academy  to 
apply  to  the  Legislature,  for  that  kind  of  assistance  con- 
templated in  the  bill.  He  had  then  mentioned,  that  a 
short  time  prior  to  that  period,  there  were  about  60  pupils 
in  each  department  of  the  institution,  but  at  that  particu- 
lar juncture,  the  School  was  somewhat  languishing  for 
the  want  of  buildings — not  one  being  owned  by  the  Trus- 
tees for  the  accommodation  of  the  Females,  and  the  one 
in  use  by  the  Males  was  in  a  state  of  dilapidation  and 
nearly  unfit  for  use.  Having  mentioneel  these  facts  for, 
the  purpose  of  shewing  that  the  Richmond  Academy  was 
entitled  to  rank  among  the  most  respectable  institutions 
of  the  State,  but  was  about  to  pine  away  for  want  of 
houses,  Mr.  L.  said  he  had  frankly  confessed,  why  the 
Trustees  had  not  provided  them.  The  reason  was,  they 
neither  had,  nor  could  they  acquire  funds  sufficient  for 
that  purpose,  in  any  other  way  than  by  Lottery.  Neither 
the  Trustees  of  that  nor  of  any  other  Academy,  said  Mr. 
L.  would  be  willing,  he  knew  to  take  out  of  their  private 
pocket  8  or  $10,000,  and  apply  it  to  a  purpose,  not  in- 
tended to  bring  them  any  pecuniary  return  or  exclusive 
aelvantage,  but  designed  wholly  for  public  benefit.  He 
also  knew  that  the  sum  could  not  be  raised  by  subscrip- 
tion in  the  neighborhood,  and  who  did  not  know,  that  a 
donation  out  of  the  public  Treasury,  was  a  still  more  dif  • 

330 


The  Morality  of  Lotteries.  331 

ficult  and  improbable  event.  And  hence  it  was  he  had 
ventured  the  prediction,  that  unless  the  bill  passed,  the  re- 
turn of  another  session  of  the  Legislature,  would  not  find 
that  respectable  School  in  its  then  prosperous  condition. 
jBut,  notwithstanding'  all  that  was  said,  his  bill  had  failed 
— Gentlemen  voted  against  it,  either  because  they  could 
not  reconcile  lotteries  to  their  principles,  or  because  they 
did  not  believe  the  School  was  in  danger.  If  the  former 
was  the  ground  of  their  opposition,  without  wishing  to  dis- 
cuss the  question  whether  lotteries  were  immoral,  Mr.  L.  could  vote  for  a 

.  tit-  •  school  lottery  with 

said,  he  would  merely  remark,  that  his  principles  were  a  good  conscience, 
more  pliable  than  theirs,  inasmuch  as  he  could  vote  for  a 
lottery  intended  for  some  useful  public  purpose  (to  prop 
up  a  declining  school  for  instance)  with  as  much  cheerful- 
ness, and  as  little  reproach  of  conscience,  as  he  could  enter 
into  a  cotton  or  other  speculation  where  there  was  a  chance 
(as  is  always  the  case)  of  involving  his  family  in  ruin. 
But  if  gentlemen  voted  against  it,  because  they  believed 
that  the  school  could  get  along  without  it,  it  was  now  his 
duty  to  inform  them,  and  the  Senate  generally,  that  what 
he  had  feared,  on  a  former  occasion,  had  been  too  fully 
realized.  That  the  entire  female  division  of  the  school, 
consisting  of  some  50  or  60  young  ladies,  had  been  lost  to 
the  Trustees  within  a  short  time  past,  without  as  he 
feared,  the  possibility  of  being  regained,  except  by  the 
passage  of  the  bill  now  under  consideration.  He  hoped 
therefore,  the  bill  would  pass. 

Mr.  Hill,  of  Franklin,  was  opposed  to  the  bill,  and  his  Mr.  mil  says  most 
opposition  arose  from  one  of  the  obiections,  attributed  by  met  with  m-for- 

L  L  J  '  v    tune.     The  promo- 

the  gentleman  last  up,  to  the  opponents  of  the  measure,  f^^016?11^ 
As  regards  the  call  made  upon  us  for  the  support  of  the  bill  sound  moralit>'- 
on  account  of  the  languishing  state  of  the  institution  for 
whose  benefit  it  was  intended,  it  is  known  to  every  person 
acquainted  with  the  history  of  such  institutions  in  this 
State,  that  they  have  all  more  or  less,  experienced  the  fa- 
tality    attending     the     Richmond     Academy.      However 


332  The  Morality  of  Lotteries. 

anxious  lie  might  be  for  the  cultivation  of  the  human 
mind,  and  the  general  diffusion  of  the  benefits  of  educa- 
tion, he  could  not  agree  to  promote  these  desirable  objects 
in  this  way.  He  was  willing  to  do  anything  not  contrary 
to  the  principles  of  sound  morality,  to  disseminate  useful 
learning,  .but  he  had  yet  to  be  convinced,  that  the  utility 
of  the  end,  sanctified  the  impurity  of  the  means  put  in 
requisition  for  its  attainment.  He  never  would  aid  by 
his  vote,  any  measure  which  savored  of  the  damning  in- 
fluence of  gambling.  He  thought  Lotteries  were  a  species 
of  gambling,  and  he  thanked  God  he  had  never  voted  for 

ofttambm:i^pecies  their  encouragement.  That  Lotteries  participated  of  the 
nature  of  this  pernicious  evil,  he  thought  could  be  proved, 
could  be  conclusively  established. — What,  said  Mr.  H.  are 
the  characteristic  features  of  gambling?  Is  it  not  that  we 
venture  something  for  the  sake  of  gaining  more  ?  And 
of  all  kinds  of  hazard,  that  of  adventuring  in  a  lottery 
is  the  most  fascinating.  Indeed,  it  possesses  such  a 
charm,  that  he  had  known  even  pious  men  drawn  without 
reflection  into  the  snare,  and  who  awoke  from  their  dream 
of  folly,  to  see  in  a  proper  light,  on  what  slippery  ground 
they  stood.  The  poor  were  frequently  influenced  by  the 
hope  of  gain,  to  vest  their  hard  earnings  in  Tickets,  which 
but  too  often  resulted  in  the  impoverishment  of  their  fam- 
ily and  their  own  disgrace — Look  around  at  the  increase 
of  the  evil.  Formerly  it  was  but  nominal — now,  we  can- 
not take  up  a  country  paper,  but  flaming  lottery  notices 
attract  the  attention.  It  was  high  time  indeed  to  frown 
down  this  monstrous  evil ;  and  if  it  cannot  be  entirely  re- 
strained, let  it  not  be  encouraged  by  affording  new  facili- 
ties for  its  exercise. — Believing  Lotteries  to  be  as  detri- 
mental to  the  morals  of  the  community  as  cards,  dice,  or 
anything  else,  he  could  not  patronize  them  even  to  sub- 
serve the  cause  of  literature. 

Mr  Pickett  does         Mr-    Pickett   entertained  very   different  views   on   this 

not  believe  lotter-  J 

V?ciouSCTently         subject,  from  the  gentleman  from  Franklin.     He  seemed 


The  Morality  of  Lotteries.  333 

to  deprecate  the  passage  of  the  bill,  on  account  of  the  im- 
moral tendency  of  the  principles  which  it  involved — but  as 
for  himself  he  could  not  believe  that  Lotteries  were  in- 
herently vicious.  What  are  we  asked  to  do  \ — to  assist 
the  Trustees  of  the  Richmond  Academy,  an  institution 
which  had  done  much  good,  in  supporting  their  school, 
which,  without  our  intervention,  must  fall  to  the  ground. 
What  other  way  is  left  but  by  Lottery,  to  obtain  this  as- 
sistance; as  the  gentleman  from  Richmond  has  justly  ob- 
served, we  could  not  expect  a  donation  from  the  Public 
Treasury.  What,  said  Mr.  P.  do  we  come  here  for  ?  Is 
it  not  for  the  purpose  of  adopting  measures  to  advance  the 
character  of  the  State  and  to  improve  the  condition  of  the 
people?  And  what  measures  so  sure  of  those  results,  as 
those  which  foster  and  establish  schools.  Do  not  let  us 
manifest  by  the  rejection  of  this  bill,  that  we  place  but 
little  value  on  the  benefits  of  education.     It  was  known  People  will  buy 

-,     ■,       t  i     i  •  lottery  tickets ; 

that  our  laws  licensed  the  lottery  svstem,  and  that  m  every  best  to  keep  the 

«      «  »   money  at  home  by 

part  of  the  State,  individuals  were  engaged  in  vending  p™™?^  local 
tickets  in  lotteries  created  for  the  benefit  of  other  States. 
He  could  see  no  reason  for  withholding  from  the  friends 
of  literature  the  privilege  of  raising  funds  for  purposes 
connected  with  the  best  interests  of  our  citizens.  It  is 
certainly  good  policy  to  keep  our  money  at  home,  for  per- 
sons will  venture,  and  if  no  opportunity  exist  at  home, 
they  will  seek  it  elsewhere.  He  could  not  believe  that  the 
ruinous  consequences  would  arise  from  Lotteries,  which 
the  gentleman  from  Franklin  had  imagined.  From  the 
first  establishment  of  our  government,  acts  have  been 
passed,  authorizing  Lotteries.  The  practice  was  not  con- 
fined to  our  own  State,  but  had  been  sanctioned,  he  be- 
lieved, by  every  member  of  the  Union.  Is  it  possible  that 
they  would  have  been  countenanced  so  long,  if  they  were 
productive  of  the  great  evils  which  had  been  attributed  to 
them  ?  He  should  think  not.  He  concluded  by  saying, 
that  he  should  always  feel  bound  to  vote  for  similar  meas- 
ures, where  their  aim  was  the  public  good. 


334  The  Morality  of  Lotteries. 

Mr.  mil  cites  one        Mr.  Hill  made  a  few  observations  in  reply  to  Mr.  Pick- 
instance  of  lottery  _  . 
fraud.                  ett.     That  Gentleman,  said  Mr.   H.   had  remarked,  that 

he  never  knew  any  fraud  committed  in  these  lotteries,  nor 
did  he  believe  they  would  arise.  He  could  call  his  atten- 
tion to  many  instances,  he  would  mention  one,  that  of 
Jonas  Frost,  of  Smithfield,  who,  perhaps,  had  managed 
his  lottery  as  judiciously  as  any  one  ever  did,  for  after 
selling  all  the  tickets,  he  pocketed  the  money  and  de- 
camped without  drawing  it.  It  was  not  unusual  for 
these  lottery  holders  to  make  their  jack  at  one  stroke,  as 
Jonas  Frost  did.  Suppose,  said  Mr.  H.  we  should  au- 
thorize a  lottery  for  any  purpose,  and  the  individuals  to 
whom  it  is  granted,  after  selling  the  tickets  should  refuse 
to  draw  it,  what  claim  have  we  upon  them.  He  had  no  ill 
will  against  the  Richmond  Academy — he  wished  there 
were  flourishing  institutions  in  every  county  of  the  State 
■ — for  indeed,  the  diffusions  of  the  blessings  of  education 
would  be  the  best  antidote  to  this  gambling  spirit  which 
pervades  the  community.  But  if  we  authorize  one  county 
to  draw  a  lottery  what  will  be  the  consequence  ?  Every 
county  in  the  State,  has  an  equal  claim  upon  us,  and  they 
will  want  a  similar  privilege,  and  if  we  grant  the  boon  to 
all  it  would  be  without  value  to  any.  He  therefore 
doubted  the  propriety  of  the  measure,  as  well  on  the  score 
of  policy  as  morality. 

Mr.   Seawell  said,  the  object  of  this  bill  was  to  raise 

a  sum  of  money,  for  the  purpose  of  putting  an  Academy 

into  operation,  for  the  diffusion  of  learning ;  and  this  could 

not  be  done  without  receiving  aid  from  other  sources  than 

Tneeviiofiotter-    were  in  the  reach  of  the  Institution.      If  he  understood  the 

ies  does  not  out- 
weigh the  good,      matter,  the  rejection  of  the  bill  was  contended  for,  on  the 

ground  of  immorality  and  impolicy  of  the  measure.  He 
thought  a  fair  statement  of  the  case  was  this — is  the  evil 
which  would  result  from  the  passage  of  this  bill  of  suffi- 
cient magnitude  to  counterbalance  the  good  which  would 
flow   from   the    successful   operation   of  the   Academy   in 


The  Morality  of  Lotteries.  335 

question.  It  had  been  admitted  by  the  gentleman  from 
Franklin,  that  the  best  antidote  to  this  gambling  spirit 
would  be  found  in  the  propagation  of  Seminaries  of 
learning.  If  the  situation  of  the  country  would  warrant 
the  establishment  of  schools  in  every  county  at  the  public 
expense,  there  would  be  no  necessity  for  resorting  to  this 
mode  of  rearing  Academies ;  but  are  gentlemen  prepared 
to  vote  for  such  a  law  or  in  our  present  embarrassed  af- 
fairs, could  the  people  spare  the  money  necessary  to  carry 
the  law  into  effect  ?  How  will  this  bill  operate  ?  Does 
it  put  the  hand  of  the  collector  into  the  pocket  of  any  one  ? 
]STo,  like  all  other  speculations  it  holds  out  a  prospect  to 
adventurers,  to  gain  a  large  sum  by  risking  a  small  one. 
Gentlemen  talking  about  restraining  the  people  from  in-  Gambling  can  not 

-.    -.    .  ,  , .  .  -f-  ""  ,         i  . ...    be  prohibited  by 

dulgmg  a  gambling  propensity.  It  cannot  be  done;  11  it  law. 
be  attempted,  the  only  effect  will  be  a  change  from  better 
to  worse  for  they  will  carry  it  on  in  secret — it  cannot  be 
checked  by  prohibitory  enactments ;  for  it  is  inherent  in 
the  nature  of  man.  If  a  man  buys  a  land  warrant,  is  it 
his  intention  to  emigrate  where  the  land  is  located  ?  Xo ; 
nine  times  out  of  ten  he  buys  on  speculation,  and  the 
principal  portion  of  the  transactions  of  the  world  are  un- 
dertaken for  purposes  of  speculation,  and  they  originate 
in  the  same  spirit,  which  influences  the  adventurer  in  a 
lottery — it  is  all  hazard.  Everybody  acts  on  the  princi- 
ple of  gain ;  we  are  then,  strictly  speaking,  all  adventurers. 
The  merchant  who  buys  $10,000  worth  of  goods  in  Xew  insurance  compa- 

•vr     -i  i    ■  ,  -i  j.  -,    .  ,    -,  •  nies  compared 

lork  and  insures  their  safe  arrival  m  port  by  paying  a  with  lotteries. 
premium,  does  to  all  intents  and  purposes  run  a  risque 
which  constitutes  the  essence  of  a  lottery.  Does  the  In- 
surer establish  his  office,  to  protect  commerce — no,  to 
enrich  himself.  But  the  Trustees  in  this  instance  do  not 
wish  to  put  money  into  their  pockets — no,  they  desire  to 
advance  the  happiness  of  mankind  in  general,  by  enlight- 
ening its  members.  If  this  bill  passes,  so  far  from  en- 
couraging vicious  propensities,   it  will  give  birth  to  hos- 


336  The  Morality  of  Lotteries. 

tility  of  sentiment  as  regards  gambling  by  annually  turn- 
ing out  a  large  number  of  well  educated  youth.     Will  not 
this  be  an  ample  requital  to  those  individuals  who  shall 
New  York  obtained  pay  a  few  dollars  for  a  ticket?     The  great  state  of  New 

money  for  internal  r    J  & 

iotteries.ments  by  York  derived  her  funds  for  carrying  on  her  mighty  sys- 
tem of  Internal  Improvements  from  lotteries.  But  were 
her  farmers  bowed  down  and  impoverished  ?  ISTo,  quite 
the  reverse — the  lotteries  are  supported  not  by  them,  but 
by  those  gentry  vvho  if  they  did  not  risque  their  money 
in  this  way  would  perhaps  make  a  more  unprofitable  use 
of  it.     He  hoped  the  bill  would  pass. 

Mr.  Leak  resents         Mr.  Leake  felt  thankful  for  the  able  assistance  rendered 

remarks  of  Mr.  Hill. 

him,  which  perhaps  made  it  unnecessary  for  him  to  say 
anything  more  on  the  subject;  but  he  begged  the  indul- 
gence of  the  Senate  for  a  few  moments.  The  gentleman 
from  Franklin,  in  the  remarks  which  he  made,  referred  to 
some  manager  of  a  lottery,  who,  after  selling  his  tickets, 
"decamped"  with  the  money.  If  he  intended  to  insinuate 
by  this  observation,  that  there  was  any  probability  of  an- 
other decampment,  he  must  say  that  the  allegation  was  as 
unworthy  of  himself  as  unjust  towards  the  Trustees  of 
the  Richmond  Academy. 

(Here  the  Speaker  informed  Mr.  Leake  that  his  re- 
marks were  of  a  personal  nature,  and  could  not  be  al- 
lowed. ) 

Mr.  Hill  asked  leave  to  explain,  and  disclaimed  having 
any  allusion  to  the  Trustees  of  that  Academy. 

Mr.  Leake  resumed.  He  had  expected  opposition  from 
the  gentleman  from  Franklin.  He  had  heard  him  more 
than  once  denounce,  not  only  this,  but  all  bills  of  a  similar 
nature,  and  therefore  was  not  startled  when  he  saw  him 
rise. — But  why  was  the  gentleman  so  hostile  to  lotteries  ? 
because  they  are  games  of  chance  and  therefore  immoral. 
Games  of  chance  That  they  were  games  of  chance,  he  did  not  deny,  but 
that  this  necessarily  constituted  them  immoral,  was  a  con- 
clusion to  which  he  could  not  subscribe.  It  was  a  con- 
clusion which  branded  as  immoral  the  various  vocations 


The  Morality  or  Lotteries.  337 

of  agriculture,  commerce  and  manufactures,  for  there  is 
certainly  risk,  when  the  husbandman  sows  his  seed,  when 
the  merchant  adventures  his  stock  in  trade.  Upon  this 
branch  of  the  subject  Mr.  L.  begged  leave  to  read  a  part 
of  an  able  report  made  to  the  Virginia  Legislature  at  its  Virginia  report  on 

x  .  lotteries  quoted ; 

last  session  on  the  subject  of  lotteries.      (Here  he  read  this  lottery  for  a 

•>  v  good  purpose. 

an  extract.)  He  then  went  on  to  say,  that  the  individual 
who,  after  reading  that  report,  could  still  maintain  that 
there  was  not  an  essential  difference,  in  point  of  vice,  be- 
tween lotteries  and  the  common  modes  of  gambling,  was 
able  to  resist  arguments  which  he  could  not.  If  lotteries 
were  not  immoral,  then  it  was  expedient  to  pass  the  bill 
now  before  the  Senate.  Its  object  is  to  establish  schools 
from  whence  proceed  the  main  pillars  of  our  republic, 
virtue  and  knowledge,  the  source  of  individual  respecta- 
bility and  happiness,  and  without  which  we  may  toil  in 
vain  to  effect  or  render  popular  those  mighty  schemes  of 
Internal  Improvement  which  ennoble  States  and  enrich 
individuals. 

Mr.  Joyner  made  a  few  remarks  against  the  bill  on  the  joyner  opposes 

j.     .  ■■  -,  -,,  -ITl  p  D*H  0n  moral 

score  of  its  immoral  tendency,  and  the  establishment  of  a  grounds, 
bad  precedent.     He  moved  that  on  the  passage  of  the  bill, 
the  Yeas  and  Nays  should  be  called. 

The  question  on  the  passage  of  the  bill  at  its  second 
reading  having  been  stated, 

Mr.  Leake  rose  to  inquire  whether  his  being  a  Trustee 
of  the  Institution,  for  whose  benefit  the  lottery  was  in- 
tended, vested  in  him  such  an  interest,  as  would  render  it 
improper  for  him  to  vote  on  the  question. 

The  Speaker  thought  it  did  not. 

The  Yeas  and  Nays  were  then  called  and  were  as  fol- 
lows : 

Yeas. — Messrs.   Alexander,   Baird,   of  Burke,  Bullock,  Yea  and  nay  vote. 
Burney,  Blackwell,  Beard,  of  Bowan,  Beasley,  Deberry, 
Elliott,  Forman,  Forney,  Gray,  Gilchrist,  Hollomon,  Hill., 
of  Stokes,  Hawkins,  King,  Locke,  Leak,  Love,  McMillan, 

22 


338  The  Morality  of  Lotteries. 

McKay,  Miller,  Matthews,  Pickett,  Eiddick,  Eoberts, 
Spaigkt,  of  Craven,  Smith,  Speight,  of  Greene,  Sharpe, 
Seawell,  Stokes,  Tyson,  Vanhook,  Williams,  of  Martin 
and  Ward. — 37. 

ISTays. — Messrs.  Boddie,  Bell,  Croom,  Devane,  Daven- 
port, Gilliam,  Hill,  of  Franklin,  Hunter,  Joyner,  Mc- 
Dowell, Marsh,  McDaniel,  McLeary,  Parker,  Salyear, 
Sanders,  Shewford,  Sellers,  Williams,  of  Beaufort,  Wil- 
son, of  Camden,  Wilson,  of  Edgecombe  and  Wasden. — 22. 

So  the  bill  passed  its  second  reading,  and  was  then  or- 
dered to  be  read  the  third  time.  Mr.  Hill,  of  Franklin, 
made  an  unsuccessful  effort  to  lay  it  on  the  table.  It 
passed  its  third  reading  and  was  ordered  to  be  engrossed. 

— Raleigh  Register,  Jan.  5,  1821 . 


10.    FAILURE  OF  BILL  TO  ENCOURAGE  SUNDAY  SCHOOLS. 

Monday  Feb.  5,  1827. — Mr.  King1  presented  a  bill  for 
the  encouragement  of  Sunday  Schools ;  which  was  read  the 
first  time  and  passed. 

— Senate  Journal,  1826-27,  p.  86. 

Feb.  7,  1827. — The  bill  for  the  encouragement  of  Sun-  introduction  of  the 

,  „    ,        ,  ,      ,  -.      .  -.  .  bill  in  the  Senate. 

day  Schools  was  read  the  second  time,  and,  on  motion  oi 
Mr.  Speight2,  of  Greene,  the  same  was  indefinitely  post- 
poned. 

— Senate  Journal  1826-27,  p.  92. 

Be  it  enacted  by  the  General  Assembly  of  the  State  of 
North  Carolina,  and  it  is  hereby  enacted  by  the  authority 
of  the  same;  that  from  and  after  the  passing  of  this  Act, 
the  Treasurer  of  the  State  shall  be  authorized  to  pay  the 
following  sums  respectively. — 

And  be  it  further  enacted,  that  wherever  there  shall  be  Twenty-five  cents 

oioin  1T1-I-  s~*t  •        appropriated  for 

a  Sunday  School  established  m  any  one  or  more  Counties  each  poor  child  in 

d  .  ...  Sunday  Schools,  to 

of  this  State,  the  obiect  of  which  is  to  instruct  poor  and  buy  books  to  teach 

J  x  reading  and 

indigent  children  in  the  art  of  reading  and  writing,  the  wrft111^ 
Treasurer  is  hereby  authorized  that  when  a  certificate 
shall  be  presented  under  the  signature  of  such  school  or 
schools,  and  signed  by  two  respectable  freeholders  of  such 
County  to  pay  the  sum  of  twenty  five  cents,  for  every 
child  or  indigent  person,  that  they  may  certify  as  regular 
scholars  of  such  institutions,  out  of  the  funds  that  are  set 
apart  for  education ;  any  law  to  the  contrary  notwithstand- 
ing. 

The  following  entries  by  the  clerk  of  the  Senate  are  to 
be  found  on  the  above  bill : 


Samuel  King,  Iredell. 
1  Jesse  Speight. 


339 


340  Failure  to  Encourage  Sunday  Schools. 

In  the  Senate  Feb.  5th,  1827,  read  the  first  time  and 
passed. 

In  the  Senate  Feb.  7th,  1827,  read  and  on  motion  of 
Mr.  Speight,  of  Greene,  indefinitely  postponed. 

— From  Unpublished  Legislative  Documents,  1826-27, 


11.  FAILUBE  OF  ATTEMPT  TO  INCREASE  LITERARY  FUND. 

Thursday,  Feb.  1,  1827. — Mr.  McKay,  from  the  com- Bm  introduced, 
mittee  on  Education,  reported  a  bill  to  transfer  the  stock 
owned  by  the  State  in  the  Banks  of  ISTewbern  and  Cape 
Fear,  and  purchased  since  1821,  to  the  President  and 
Directors  of  the  Literary  Fund,  which  was  read  the  first 
time  and  passed. 

— Senate  Journal,  1826-27,  p.  75. 

Friday,  Feb.  9,  1827. — The  bill1  to  transfer  the  stock  Yeas  and  nays, 
owned  by  the  State  in  the  Banks  of  Newbern  and  Cape 
Fear,  and  purchased  since  1821,  to  the  President  and 
Directors  of  the  Literary  Fund,  was  read  the  second  time, 
and  on  motion  of  Mr.  Hill,  of  Stokes,  was  indefinitely 
postponed.  The  yeas  and  nays  on  this  question  being 
demanded  by  Mr.  Hill,  of  Stokes,  are  as  follows : 

For  the  indefinite  postponement,  are  Messrs.  Lawson 
H.  Alexander,  Cabarrus ;  Wm,  W.  Boddie,  J^ash ;  Thomas 
Blackwell,  Bockingham ;  John  B.  Beasley,  Tyrrell ; 
Samuel  Davenport,  Washington ;  Edmund  Deberry,  Mont- 
gomery; Alexander  Elliott,  Cumberland;  Benjamin  Fore- 
man, Hyde ;  Wm.  Gilliam,  Bertie ;  Alexander  Gray,  Ran- 
dolph ;  John  Gilchrist,  Eobeson ;  Charles  A.  Hill,  Frank- 
lin ;  Edward  R.  Hunter,  Gates ;  John  Hill,  Stokes ;  Mica- 
'jah  T.  Hawkins,  Warren;  John  Joyner,  Pitt;  Benj.  B. 
Lock,  Brunswick ;  Thomas  Love,  Haywood ;  Alex.  B.  Mc- 
Millan, Ashe ;  Athan  A.  McDowell,  Buncombe ;  Bobert 
Marsh,  Chatham ;  Stephen  Miller,  Duplin ;  Isham 
Mathfws,  Halifax ;  Michael  McLeary,  Mecklenburg ;  Wm. 
Montgomery,  Orange ;  Joseph  Pickett,  Anson ;  Jonathan 
Parker,  Guilford ;  Willis  Biddick,  Perquimans ;  Pleasant 


JThe  Raleigh  Register  of  Feb.  13,  1827,  says  that  Messrs.  Hill,  of 
Stokes,  Hill,  of  Franklin,  and  Seawell  opposed  the  bill  on  the  floor, 
while  Messrs.  Sneed  and  McKay  advocated  it. 

341 


342  Failure  to  Increase  Literary  Fund. 

B.  Roberts,  Surry;  Richard  D.  Spaigkt,  Craven;  Samuel 
Salyear,  Currituck;  John  M.  Smith,  Davidson;  Jesse 
Speight,  Greene;  Elisha  H.  Sharpe,  Hertford;  Reuben 
Sanders,  Johnston;  John  Sellers,  Sampson;  Henry  Sea- 
well,  Wake ;  Josiah  Tyson,  Moore ;  Robert  Vanhook,  Per- 
son; J.  O.  K.  Williams,  Beaufort;  Willis  Wilson,  Cam- 
den; Louis  D.  Wilson,  Edgecombe;  Joseph  J.  Williams, 
Martin ;  John  Wasden,  Wayne ;  Edward  Ward,  Onslow — 
yeas  45. 

Against  the  indefinite  postponement  of  the  bill,  are 
Messrs.  Matthew  Baird,  Burke;  Whittington  Davis,  Car- 
teret ;  Samuel  King,  Iredell ;  James  J.  McKay,  Bladen ; 
Wm.  M.  Sneed,  Granville;  Martin  Shuford,  Rutherford; 
Montfort  Stokes,  Wilkes — Nays  7. 

— Senate  Journal,  1826-27 ,  p.  101. 


12.    FAILURE  OF  STATISTICAL  INFORMATION  BILL. 

Friday,  Feb.   2,  1827. — Mr.   Scott1,  with    leave,    pre-  bui introduced, 
sented  a  bill  to  appoint  a  commissioner  to  collect  statistical 
information  relative  to  this   State,   and  to  prescribe  the 
duties  of  said  commissioner.     The  said  bill  was  read  the 
first  time  and  passed. 

— House  Journal,  1826-27,  p.  203. 

Monday,  Feb.  5,  1827. — The  bill  to  appoint  a  commis-  Failure  on  second 

,,  .      .  .  .  .  .     reading. 

sioner  to  collect  statistical  information  relative  to  this 
State,  and  to  prescribe  the  duties  of  said  commissioner, 
was  read  the  second  time,  and,  on  motion  of  Mr.  Boon2, 
postponed  indefinitely. 

— House  Journal  1826-27,  p.  209. 


1  John  Scott,  Hillsborough. 

2  John  Boon,  Orange. 


343 


13.    FAILURE  OF  BILL  TO  PROHIBIT  TEACHING  COLORED 
APPRENTICES. 

Bin  introduced.  Friday,  Feb.  2,  1827. — Mr.  King1,  with  leave,  present- 

ed a  bill  to  repeal  so  much  of  the  act,  passed  in  1762,  as 
requires  the  master  or  mistress  to  teach  or  cause  to  be 
taught  coloured  apprentices  to  read  and  write.  The  said 
bill  was  read  the  first  time  and  passed. 

— House  Journal,  1826-21,  p.  202. 
Failure  on  second        Saturday,  Feb.  3,  1827. — The  bill  to  repeal  so  much  of 

reading.  .  . 

an  act,  passed  in  1762,  as  requires  the  master  or  mistress 
to  teach,  or  cause  to  be  taught  colored  apprentices  to  read 
and  write,  was  read,  and,  on  motion,  postponed  indefi- 
nitely. 

— House  Journal,  1826-27,  p.  207. 

The  wii  in  full.  A  Bill  to  repeal  so  much  of  an  Act  passed  in  1762  as 

requires  the  Master  or  Mistress  to  teach  or  cause  to  be 
taught  coloured  apprentices  to  read  and  write. 

Be  it  enacted  by  the  General  Assembly  of  the  State 
of  North  Carolina  and  it  is  hereby  enacted  by  the  au- 
thority of  the  same,  that  the  Master  or  Mistress  of  a  col- 
oured apprentice  shall  not  hereafter  be  required  to  teach 
or  cause  to  be  taught  his  or  her  coloured  apprentice  to  read 
and  write,  any  law  to  the  contrary  notwithstanding. 

cierfs  entries.  In  House  of  Commons  2  Feb.  1827,  read  the  first  time 

and  passed. 

In  House  of  Commons  3  Feb.  1827 — read  the  Second 
Time  and  postponed  indefinitely. 

— From  Unpublished  Legislative  Records,  1826-27. 


1  Joel  King,  Franklin. 

344 


14.     ORGANIZATION  OF  LITERARY  BOARD. 

Executive  Office,  Raleigh, 

16th  Jany,  1S27. 
At  the  above  place  and  time,  the  first  meeting  of  the  First  organization 

*■  '  °  of  the  Literary 

"President  and  Directors  of  the  Literary  Fund"  was  held :  gfgj^  ^Zn^7 
There  were  present  the  following  gentlemen, 

The  President,  H.  G.  Burton,  Govr. 

Chief  Justice  J.  L.  Taylor, 

B.  Yancey  &  Jno.  Haywood,  Esqrs. 

On  motion,  Jno.  K.  Campbell  was  appointed  Secty. 

On  motion,  B.  Yancey  Esqr.  was  directed  to  draft  a  re- 
port to  be  presented  to  the  Legislature,  in  pursuance  of 
the  Act  of  1825. 

Resolved  that  a  warrant  be  drawn  upon  the  Treasurer 
for  the  purchase  of  a  book,  in  which  a  journal  of  the  pro- 
ceedings shall  be  kept. 

The  Board  then  adjourned. 

— From  MS.  Records  of  Literary  Board. 


345 


Mr.  Yancey  sub- 
mits report. 


Receipts  for  the 
year. 


15.    FIRST  REPORT  OF  LITERARY  BOARD  TO  LEGISLA- 
TURE, 1826-27. 

Executive  Office, 

1st  Feby,  1827. 

The  Board  met  pursuant  to  adjournment,  present, 

The  President  and  all  the  members. 

Mr.  Bartlett  Yancey  submitted  the  following  report : 

Report  of  the  President  and  Directors  of  the  Literary 
Fund.  In  obedience  to  an  act  of  the  Legislature,  passed 
at  its  last  session,  requiring  the  President  and  Directors 
of  the  Literary  Fund  of  this  State,  "to  make  an  annual 
report  of  all  such  sums  of  money  as  may  belong  to  the 
said  fund,  with  such  recommendations  for  the  improve- 
ments of  the  same,  as  to  them  may  seem  expedient,"  we 
have  the  honour  to  submit  to  the  Legislature  the  following 
report : 

From  the  appropriation  made  at  the  last  session,  the  fol- 
lowing sums  of  money  have  been  received  by  the  Public 
Treasurer,  and  pursuant  to  the  act,  the  Board  have  caused 
a  regular  account  of  the  same  to  be  stated  by  the  Treas- 
urer. 

1.  Dividends  from  the  Bank  of  Cape  Fear.  .$  1,956. 

2.  Dividends  from  the  Bank  of  l^ewbern.  .  .  .         884. 

3.  Tax  on  licenses  &  retailers  from  Sheriffs  & 

Clerks 4,109.81 

4.  Do.  imposed  on  Auctioners 741.04 

5.  Entry  money  for  vacant  lands 4,614.07^ 

Making  in  amount  of  receipts  previous  to  the 

1st  day  of  Xovr.  1826 $12,304.95^ 

Since  which  time  a  further  sum  has  been  re- 
ceived from  the  Cape  Fear  Navigation  Com- 
pany amounting  to    4^0.00 

(Making  the  actual  receipts  up  to  this  time,  of  $12,724. 9 5| 


346 


First  Beport  Literary  Board.  347 

Of  this  sum  no  part  has  yet  been  vested  in  stock,  as 
directed  by  the  Act  creating  the  Literary  Fund,  but  it  will 
be  so  vested  so  soon  as  the  President  and  Directors  shall 
ascertain,  satisfactorily,  the  kind  of  stock  it  may  be  pru- 
dent and  proper  to  purchase. 

From  the  appropriation  of  $21,090,  which  was  paid  by  Application  made 

.  v    for  the  payment  of 

this  State  to  certain  Cherokee  Indians  tor  reservations  se-  the  Cherokee  fund 

to  the  Board. 

cured  to  them  by  Treaty  made  by  the  Lmited  States,  and 
for  which  this  State  has  a  fair  claim  upon  the  Equity  and 
justice  of  the  government  of  the  United  States,  no  part  has 
been  received,  and  the  Board  recommend  to  the  Legisla- 
ture to  make  another  application  to  Congress  for  the  same. 

The  Swamp  and  Marsh  lands  of  this  State  which  are  ***■  $**  ™'amP 

J-  lands  be  not  sub- 

vacant,  having  been  pledged  for  the  support  of  Common  3devo^whoiiy to 
Schools,  it  might  seem  unnecessary  to  make  further  provi-  tf 
sion  by  law,  prohibiting  their  entry,  under  the  entry  laws 
of  the  State.  The  Legislature,  however,  at  its  last  session, 
deemed  it  expedient  to  pass  an  act  forbidding  its  entry : 
but  this  act  is  limited,  in  its  duration  to  the  1st  day  of 
Feby.  1827.  To  remove  all  doubt  on  this  question,  and 
to  prevent  litigation  hereafter,  it  is  respectfully  recom- 
mended that  the  swamp  and  marsh  lands  of  this  State  shall 
not  hereafter  be  entered  by  any  person  as  vacant  land,  but 
that  the  same  shall  be  applied  to  the  purposes  of  public 
education  as  heretofore  directed.  The  value  of  Swamp 
land  in  this  state  is  becoming  more  important  every  year, 
and  though  the  Board  have  no  accurate  information  upon 
which  to  form  an  opinion  of  the  quantity  now  owned  by 
the  State,  yet  they  have  good  reason  to  believe  it  is  con- 
siderable ;  and  if  it  shall  hereafter  be  managed  with  cau- 
tion and  prudence  will  constitute  a  valuable  portion  of  the 
Literary  Fund.  Experiments  which  have  been  made  by 
individuals,  in  a  few  years  past,  show  that  most  of  it  is 
susceptible  of  becoming  the  most  fertile  and  valuable  land 
in  the  State  for  grain,  and  no  doubt  remains  that  most  of 
it  may  be  drained  by  reasonable  expense  or  labour. 


348  First  Report  Literary  Board. 

Proportion  of  land       So  far  as  the  Board  has  been  able  to  obtain  information 

owned  by  the  State 

snouid<beiascer-      on  this  SUDJect,  the  great  difficulty  in  reclaiming  this  land, 

tamed.  j^  ^Q  state,  ^  that  a  \aTge  portion  of  it  is  owned  by 

persons  who  have  entered  it  upon  speculation,  under  the 
belief  that  at  some  future  time  it  would  be  drained  and 
become  valuable.  The  proportion  which  is  owned  by  indi- 
viduals and  the  State,  can  only  be  ascertained  by  survey 
or  examination,  and  preparatory  to  any  plan  for  draining 
the  same,  it  would  seem  expedient  that  these  respective  pro- 
portions should  be  known. 

It  is  believed,  when  the  information  shall  be  received, 
inducements  can  be  offered  by  the  State,  which  will  make 
the  interests  of  persons  owning  lands  of  this  description, 
adjoining  lands  belonging  to  the  State,  to  afford  their  co- 
operation in  so  desirable  a  work. 

Sto°eUdghttobe  Independent  of  the  interest  the  State  must  take  in  ad- 
vancing the  value  of  its  domain,  other  considerations  of 
higher  character  and  more  importance  enter  into  the  sub- 
ject.— These  lands  at  present  are  unproductive  and  the 
direct  cause  of  pestilence  and  disease  to  all  the  inhabitants 
in  their  vicinity.  Should  they,  under  the  auspices  of  a 
wise  and  benevolent  policy,  become  drained,  the  lands  will 
be  fertile  and  productive,  the  country  will  become  healthy 
and  inhabited  by  a  dense,  enterprising  and  industrious 
population,  contributing  to  the  annual  growth  and  pride 
of  the  State. 

Recommendations.  It  is,  therefore,  respectfully  recommended,  that  the 
Board  of  Internal  Improvement  be  instructed  to  cause  a 
survey  and  examination  of  such  portion  of  swamp  lands 
as  they  may  find  convenient  the  ensuing  year;  and  that  in 
the  survey  and  examination  they  ascertain,  as  near  as  prac- 
ticable, the  portions  of  such  land  owned  by  individuals  and 
the  State,  and  the  comparative  value  of  each  &  report  the 
same  to  the  next  legislature. 

The  moral  duty  of        The  establishment  of  schools  in  which  shall  be  taught 

the  government  to      it  /.  -,.-,..  •■ 

establish  schools.    i:he  rudiments  of  a  common  plain  education,   is  a  moral 


First  Report  Literary  Board.  349 

duty  imposed  upon  all  government.  In  a  government  like 
ours  where  the  right  of  suffrage  is  general,  with  but  few 
exceptions,  it  is  essentially  important  to  the  preservation 
of  public  liberty:  in  the  business  &  intercourse  of  society, 
it  is  necessary  to  protect  the  poor  &  ignorant  from  the  de- 
ceits &  wrongs  of  the  cunning  and  unjust ;  and  in  the  exer- 
cise of  the  right  of  suffrage,  it  is  proper,  that  the  citizen 
may  read  &  think  for  himself,  and,  above  all,  it  is  essential 
to  teach  man  his  duty  in  this  life  &  the  high  destiny  which 
awaits  him  hereafter. 

In  this  as  well  as  every  other  branch  of  public  instruc- 
tion or  improvement,  it  is  important  to  make  a  good  be- 
ginning. We  should  build  the  Literary  Fund,  intended 
as  the  basis  of  Public  instruction,  upon  a  good  foundation. 
This  can  only  be  done  by  creating  a  fund  of  respectable 
amount,  &  vesting  it  all  in  an  annual  productive  stock,  re- 
lying on  the  interest  to  defray  the  annual  expenses  of  the 
Schools.  It  is  fortunate  for  our  State  that  she  has  so 
managed  her  finances  for  a  few  years  past,  that  she  has  it 
now  completely  in  her  power  to  set  apart  a  portion  of  her 
funds  to  the  aid  of  common  schools,  which  may  bring  them 
into  operation  in  two  or  three  years,  without  disturbing  the 
principal  of  the  sum  which  may  be  pledged  for  that  pur- 
pose. The  State  owns,  at  this  time, 
In  the  State  Bank  of  No.  Ca.  2762  shares  of  the  statement  of  the 

,  „  stocks  owned  by 

Value  01 $276,200  the  State  in  various 

companies. 

In  the  Bank  of  ]STewbern  1663  shares  value  of .  .  .  166,300 
In  the  Bank  of  Cape  Fear  2057  shares  value  of.  .  205,700 
Of  this  stock  the  dividends  arising  from  that  in  the  State 
Bank,  are  now  applied  to  the  ordinary  expenses  of  the  gov- 
ernment, &  those  arising  on  the  stock  held  in  the  Newbern 
Bank  &  Bank  of  Cape  Fear,  previous  to  1821,  have  been 
set  apart  and  are  now  applied  to  the  purpose  of  Internal 
Improvement,  &  consist  of 


350 


First  Report  Literary  Board. 


In  the  Bank  of  "Newbern  1304  shares,  of  the 

value  of $130,400 

In  the  Bank  of  Cape  Fear  1358  shares,  of  the 

value  of 135,800 

The  dividends  on  the  remaining  stock  in  the  Bank  of 

Newborn  &  Cape  Fear  are  pledged  to  the  purposes  of  the 

Literary  Fund  &  Consist  of 

In  the  Bank  of    Newbern    359    shares,    of  the 

value  of $35,900 

In  the  Bank  of  Cape  Fear  699  shares,     of    the 

value  of    69,900 

stocks  recommend-      It  is  respectfully  recommended,  that  the    stock    now 

ed  to  be  transferred  L  d 

Fund  LiteraTy  owned  by  the  State  and  purchased  since  1821,  and  that 
which  may  hereafter  be  acquired  in  the  Banks  of  New- 
born &  Cape  Fear,  be  transferred  to  the  President  &  Di- 
rectors of  the  Literary  Fund,  for  the  benefit  of  common 
schools. 

This  suggestion  for  the  improvement  of  the  fund  for 
common  schools  has  not  been  made  without  due  regard  to 
the  revenue  of  the  State,  and  its  ordinary  disbursements,  & 
no  doubt  is  entertained  but  the  stock  may  be  appropriated 
as  recommended,  without  injury  to  either.  The  Board,  are 
aware,  that  it  may  be  desirable  hereafter,  upon  the  expira- 
tion of  the  charters  of  the  present  banks,  either  in  extend- 
ing those  charters  for  a  longer  time,  or  in  establishing  a 
new  Bank,  that  the  State  should  become  a  stockholder  to 
the  amount  of  the  stock  it  may  then  own  in  the  present 
banks;  &  they  are  fully  impressed  with  the  opinion,  that 
a  proper  &  judicious  management  of  the  public  finances 
would  require  such  a  measure.  The  recommendation  now 
submitted  by  them,  is  not  at  all  in  conflict  with  such  a 
course.  It  will  still  be  the  property  of  the  State,  &  sub- 
ject to  its  direction  &  control ;  &  it  will  be  competent  for 
the  State,  either  in  a  renewal  of  the  charters  of  the 
present  banks,  or  in  the  creation  of  a  new  Bank,  to  secure 
to  the  President  &  Directors  of  the  Literary  Fund  the  right 


Such  a  course  is 
wise. 


Eikst  Report  Literary  Board.  351 

of  subscribing  to  the  capital  stock  of  the  Bank  any  sum 
which  the  Legislature  may  think  proper,  &  no  doubt  can 
be  entertained  but  that  this  would  be  done. 

The  benefit  to  be  derived  from  an  appropriation  of  the  state  could  soon 

T  .  ,  .  .  -.  li-i  establish  schools, 

stock  to  the  Literary  .bund,  is,  that  it  would  establish,  at  n  the  fund  is  thus 

increased. 

once,  a  permanent  certain  fund,  upon  which  the  State 
could  rely,  to  carry  into  operation  the  system  of  schools  in 
a  short  time.  The  annual  interest  to  be  derived  from  it, 
would  be  certain  in  amount,  &  after  the  system  shall  have 
commenced  with  such  a  fund,  no  reasonable  fears  could  be 
entertained  of  their  discontinuance.  It  would  give  confi- 
dence to  the  plan  and  inspire  the  whole  community  with 
a  hope  of  its  speedy  commencement.  It  is  hoped  there 
are  no  grounds  to  believe  the  fund  would  not  be  prudently 
and  faithfully  managed.  The  President  and  Directors  of 
the  Fund  are  all  amenable  to  the  Legislature,  &  most  of 
them  can  be  removed  at  their  pleasure.  In  common  with 
their  fellow  citizens,  they  take  and  feel  a  deep  interest  in 
the  prosperity  of  the  institution  committed  to  their  care, 
and  no  doubt  the  State  will,  at  all  times,  command  their 
best  efforts  in  its  promotion. 

We  have  the  honor  to  be  very  respectfully, 

( Signed)  H.  G.  Burton,  Prest. 

Jiiro.  L.  Taylor, 

B.  Yaxcey, 

James  Iredell, 

Jxo.  Haywood. 

Having  agreed  to  and  signed  this  report,  the  Board  then 
adjourned. 

— From  MS.  Records  of  Literary  Board. 


16.  LOTTEEIES  FOR  ACADEMIES  REFUSED. 

The  bin  in  favor         A  Bill  authorizing  the  Trustees  of  Richmond  Academy 

of  Richmond  &  •' 

Academy.  ^0  raise  ^g  sum  0f  ten  thousand  dollars  by  lottery. 

Be  it  enacted  by  the  General  Assembly  of  the  State  of 
ISTorth  Carolina  and  it  is  hereby  enacted  by  the  authority 
of  the  same, 

That  the  Trustees  of  the  Eichmond  Academy  be,  and 
they  are  hereby  authorized  to  raise  by  way  of  lottery  the 
sum  of  ten  thousand  dollars  for  the  erection  of  two  acade- 
mies, male  and  female,  the  purchase  of  books,  and  for  other 
purposes  connected  with  the  welfare  of  their  institution. 

In  Senate  Jan.  3,  1827:     Engrossed  and  examined. 
Fails  in  the  House.       jn  House  of  Commons  Jan.  3,  1827:     Read  the  first 
time  and  passed. 

In  House  of  Commons  Jan.  4,  1827 :  Read  the  second 
time  and  rejected. 

In  House  of  Commons  Jan.  5,  1827 :  Reconsidered 
and  again  rejected. 

The  bill  in  favor         A  Bill  to  authorize  the  Trustees  of  Spring  Grove  Acad- 
Academy.  rove      emy  in  Anson  County  to  raise  the  sum  of  five  thousand 
dollars  by  way  of  Lottery. 

Be  it  enacted  by  the  General  Assembly  of  the  State  of 
North  Carolina  and  it  is  hereby  enacted  by  the  authority 
of  the  same,  That  the  Trustees  of  Spring  Grove  Academy 
in  the  County  of  Anson,  be  and  they  are  hereby  authorized 
and  empowered  to  raise  by  way  of  lottery  the  sum  of  five 
thousand  dollars  to  be  appropriated  and  applied  to  the  ben- 
efit of  the  said  institution  in  such  manner  as  the  said 
Trustees  or  a  majority  of  them  may  direct,  and  that  the 
Trustees  of  said  academy  shall  select  from  among  them- 
selves three  proper  persons  whose  duty  it  shall  be  to  con- 
duct and  strictly  attend  to  the  drawing  of  said  lottery. 
Engrossed  and  examined. 


1  See  debate  on  morality  of  lotteries  on  previous  pages.     This  de- 
bate was  instigated  in  the  Senate  by  the  Richmond  Academy  bill. 

352 


Lotteries  Refused.  353 

In  Senate  January  5th,  1827:     Read  the  first  time  and  Faj]Ure  in  the 

j  Senate. 

passed. 

In  Senate  Jan.  5,  1827:  Read  and  ordered  to  be  laid 
on  the  table. 

In  Senate  Jan.  30,  1827:  Read  the  second  time  ana 
ordered  that  the  Bill  do  not  pass. 


23 


1827 

1.  PROCEEDINGS  LITERARY  BOARD. 

2.  "UPTON"  ON  EDUCATION. 

3.  CAUSES  OF  EMIGRATION. 

4.  GOV.  BURTON'S  MESSAGE  ON  EDUCATION. 

5.  ASSEMBLY  COMMITTEES  ON  EDUCATION. 

6.  LEGISLATIVE  INQUIRY  INTO  CONDITION  OF  LITERARY  FUND, 

7.  SMITH'S  BILL  TO  REPEAL  LITERARY  FUND  LAW  1825. 

8.  DRAKE'S  BILL  TO  REPEAL  LITERARY  FUND  LAW  1825. 

9.  LITERARY  FUND  CLERK  BILL  REJECTED. 

10.  REPORT  ON  LITERARY  FUND  REPEAL  BILL. 

11.  DEAF  AND  DUMB  INSTITUTION  INCORPORATED. 

12.  SECOND  REPORT  LITERARY  BOARD. 

13.  EDITORIAL  COMMENT  ON  REPORT  OF  LITERARY  BOARD. 

14.  SPIRIT  OF  ECONOMY  AND  INDIVIDUALISM. 


354 


1.    PROCEEDINGS  LITERARY  BOARD. 

Executive  Office, 
11th  Feb j,  1827. 
The  Board  met,  on  this  day,  certain  stock  to 

.  be  bought, 

Present,  the  President  and  all  the  members. 

It  was  Resolved,  That  the  Treasurer  be  authorized  to 
purchase  stock  of  the  State  Bank,  at  a  rate  not  exceeding 
par,  &  stock  of  the  Banks  of  iSTewbern  and  Cape  Fear,  at  a 
rate  not  above  $85. 

It  was  directed  by  the  Board  that  letters  should  be  di- 
rected to  the  principal  Brokers  in  the  United  States,  on 
the  subject  of  purchasing  the  privilege  granted  to  the 
Board  of  raising  Fifty  thousand  dollars  by  lottery. 

The  Board  then  adjourned. 

— From  MS.  Records  Literary  Board. 


355 


train  of  education. 


2.    "  UPTON  "  ON  EDUCATION. 

The  following  Extract  is  from  a  communication,  which 
recently  appeared  under  the  signature  of  Upton,  in  the 
Fay etteville  0  bserver : 
virtue  win  always       Virtue  will  alwavs  be  found  in  the  train  of  education. 

be  found  in  the  « 

Without  it,  a  republican  form  of  government  can  not  be 
supported — it  cannot  long  exist.  Virtue  and  patriotism 
make  us  a  nation,  have  hitherto  preserved  us,  and  are 
essential  both  in  our  national  councils  and  among  the  peo- 
ple. The  fate  of  some  republics  should  admonish  us,  that 
though  our  liberty  is  sure,  and  our  Constitution  immov- 
able, still  the  purest  liberty  may  be  contaminated  and  de- 
stroyed by  vice,  the  firmest  Constitution  be  overthrown  by 
faction.  When  the  largest  proportion  of  a  nation  is  ig- 
norant and  vicious,  the  government  must  cease  to  exist; 
the  laws  cannot  be  executed  where  every  man  has  a  per- 
sonal interest  in  screening  and  protecting  the  profligate 
and  abandoned.  Where  these  are  unrestrained  by  the 
wholesome  coercion  of  authority,  they  give  way  to  every 
species  of  excess  and  crime ;  one  enormity  brings  on  an- 
other, until  the  whole  community  becoming  corrupt,  bursts 
forth  into  some  mighty  change,  or  sinks  at  once  into  anni- 
hilation. It  would  be  an  easy  task  to  show,  that  in  pro- 
portion as  every  country  has  been  enlightened  by  educa- 
tion, so  has  been  its  prosperity;  that  the  moral  and  social 
virtues  cannot  flourish  where  gross  ignorance  prevails — for 
without  knowledge  the  heart  cannot  be  good ; — but  where 
the  heads  and  hearts  of  men  are  generally  improved  and 
cultivated,  wisdom  and  virtue  must  reign,  and  vice  and 
ignorance  must  cease  to  prevail.  Virtue  and  wisdom  are 
the  parents  of  public  and  private  felicity;  vice  and  igno- 
rance of  public  and  private  misery.  A  comparison  of  the 
savage  that  roams  through  the  forest  with  the  enlightened 
inhabitants  of  a  civilized  country,  is  a  brief  but  impres- 
sive representation  of  the  momentous  importance  of  edu- 

356 


XJpton  ox  Education.  357 

cation.  If  we  regard  the  want  of  general  knowledge  as 
connected  with  the  cause  of  religion  and  morality,  its 
aspect  is  awfully  solemn ;  but  the  other  view  of  it,  already 
alluded  to,  is  sufficient  to  excite  the  keenest  solicitude  of 
the  legislative  body.  If,  then,  the  preservation  of  our  aS^iyCcmneSed 
unrivalled  Constitution  depends  upon  the  intelligence  and  ^©u* pouttcai61118 
virtue  of  the  people,  how  is  it  that  Xorth-Carolina  has 
been  so  remiss  in  fortifying  her  part  of  the  national  edi- 
fice ?  The  people  of  this  State,  with  great  propriety,  have 
made  it  the  express  duty  of  the  Legislature  to  encourage 
and  promote  useful  learning,  to  establish  schools  for  the 
convenient  instruction  of  youth. — Where,  then,  are  our 
Schools  ?  establishments  so  intimately  connected  with  the 
permanent  prosperity  of  our  political  institutions  as  well 
as  the  local  improvement  of  the  State.  Why  has  the  gen-  tfSgJJjJ1-^* 
eral  establishment  of  schools  expressly  directed  by  our  ne§lec'ted- 
Constitution  been  neglected  so  long  ?  or,  if  not  totally  neg- 
lected, impeded  in  its  operation  by  appropriations  totally 
inadequate  to  the  object  ?  In  most  of  the  other  States 
measures  are  adopted  and  funds  provided  commensurate 
with  the  importance  of  the  subject,  and  education  is  uni- 
versally diffused;  while  in  N.  Carolina  (I  speak  it  with 
shame)  the  same  chilling  and  sluggish  apathy  that  pene- 
trates into  and  pervades  all  our  public  measures  for  im- 
provement, is  visible  in  the  establishment  of  our  public 
schools,  a  subject  of  the  most  imposing  consideration. 
While  other  States  are  advancing  rapidly  in  knowledge  bo?m^at0efsndufh" 
and  wealth,  their  prosperity,  to  the  most  superficial  ob-  toowiedge.of 
server  of  our  peculiar  political  Constitution,  is  owing 
chiefly  to  the  general  diffusion  of  knowledge.  In  this 
State,  genius  and  talents,  instead  of  being  nurtured  with 
the  refreshing  dew  of  patronage,  are  allowed  to  wither  in 
the  frost  of  neglect.  Our  physical,  moral  and  intellectual 
powers  have  never  been  unfolded,  and  never  will  be,  until 
the  people  are  redeemed  by  education  from  the  state  of 
ignorance  to  which  they  have  been  doomed  by  our  penny- 


358 


Upton  on  Education. 


Peni'V  -saving 
Legislators  have 
doomed  the  people 
to  ignorance. 


Educational  condi- 
tions can  only  be 
remedied  by  public 
schools  supported 
by  the  State. 


Results  to  come 
from  the  estab- 
lishment of  the 
schools. 


saving  Legislators.  All  the  drawbacks  of  this  State  may 
be  traced  to  this  muddy  source — want  of  general  knowl- 
edge. Every  weight  that  impedes  her  equal  march  with 
her  sisters,  results  from  the  ignorance  of  the  common  peo- 
ple— common  in  their  present  degraded  state,  but,  when 
loosened  from  the  bonds  of  ignorance,  they  will  constitute 
the  pride  and  support,  as  they  are  now  the  "bone  and 
sinew"  of  the  country.  All  the  inconveniences  we  labor 
under  can  only  be  remedied  by  enlightening  the  people, 
and  this  by  the  establishment  of  Public  Schools  under  the 
patronage  of  the  State.  A  subject  of  more  importance 
never  will  be  presented  to  the  Legislature,  and  the  call  is 
loud  upon  all  gooel  and  patriotic  citizens.  Let  there  be  a 
union  of  all  heads  for  the  good  of  the  State ;  let  the  peo- 
ple instruct  their  Representatives  to  inquire  into  the  pres- 
ent state  of  the  School  Fund,  and,  if  not  adequate,  extend 
it;  let  the  appropriation  be  such  as  to  carry  the  establish- 
ment of  Schools  into  immediate  execution ;  let  them  devise 
and  support  the  best  plan  to  disseminate  learning  through- 
out the  State ;  all  other  methods  are  partial  in  their  opera- 
tion, circumscribed  in  their  effects,  and  dependent  on  con- 
tingencies for  their  commencement. — But  by  this  expedi- 
ent, and  the  Schools  being  spread  throughout  the  State, 
and  aided  by  its  bounty,  will  carry  improvement  within 
the  reach  of  every  citizen.  If  the  people  generally  are 
instructed  in  those  branches  of  education  which  are  indis- 
pensably necessary  to  every  person  in  his  intercourse  with 
the  world,  and  to  the  performance  of  his  duties  as  a  useful 
citizen,  they  will  then  be  better  acquainted  with  our  politi- 
cal Constitution  and  laws,  better  enabled  to  decide  on  those 
great  political  questions  which  ultimately  are  referred  to 
the  people;  their  minds  will  be  developed,  their  affections 
purified,  their  manners  softened,  their  views  exalted,  and 
better  fitted  for  those  high  destinies  which  their  Creator 
has  prepared  for  them.  When  the  moral  and  intellectual 
faculties  of  the  people  are  improved,  our  Legislature  will 


Upton  ox  Education.  359 

be  more  enlightened,  the  clouds  of  local  prejudice  which 
surround  us  will  be  removed,  we  will  understand  our  re- 
sources and  advantages,  and  know  how  to  improve  and 
defend  them;  we  will  afford  efficient  and  ample  support 
to  proper  plans  for  internal  improvement,  operating  with 
equal  advantage  to  all,  without  the  imputation  of  local 
partiality,  and  so  regulate  them  as  to  obviate  individual 
and  local  discontent.  The  character  of  the  State  will  be 
properly  represented  in  Congress,  and  Southern  interest- 
defended.  We  will  take  our  station  as  a  constituent  por- 
tion of  the  nation  and  our  rights  will  be  protected. 

— Raleigh  Register,  Oet.  26,  1827. 


3.    CAUSES  OF  EMIGRATION. 

Lack  of  facilities  In  the  Register  of  the  27th  of  June,  above  the  signature 

to  market  produce  ,  '      '  .  .'  . 

one  cause  why  peo-  oi     A  JN  orth  Carolinian,     1  discovered,  an  essay  on  Jimi- 

ple  leave  the  State.  _  '  " 

gration,  in  which  the  writer  attributes  to  idleness  and  dis- 
sipation, that  poverty  and  want  which  is  the  cause  of  emi- 
gration. In  many  instances,  doubtless  this  is  the  case, 
yet  a  far  greater  stimulus  is  given  to  the  tide  of  emigra- 
tion from  a  very  different  source,  viz,  the  misguided  policy 
of  our  Legislatures,  and  consequently  that  of  perhaps  a 
very  small  majority  of  the  sovereign  people.  Our  internal 
resources  are  great,  and  might  be  much  greater,  were  our 
country  more  densely  settled  by  an  industrious  yeomanry. 
And  could  we  have  an  outlet  for  our  produce,  both  vege- 
table and  mineral,  we  might  soon  vie  with  the  wealthiest 
of  our  northern  sisters  of  the  Union,  in  point  of  agricul- 
ture and  commerce.  But  what  is  to  encourage  the  indus- 
try of  the  farmer,  the  mechanic,  the  artisan,  while  the  pro- 
duce of  his  labor  is  lost  for  want  of  facilities  to  a  market — 
or  what  is  worse,  will  hardly  pay  its  own  freight  there, 
and  yet  they  behold  in  the  minds  of  those  whom  they 
have  chosen  to  legislate  for  them  an  indisposition  to  any- 
thing like  endeavoring  to  better  their  condition,  as  it  rej 
gards  commerce  by  opening  a  communication  with  the 
world.* 
intolerant  public         And  further,  when  free  citizens,  proprietors  of  the  soil, 

policy  also  respon-  '  . ' 

sibie.  and  consequently  partakers  of  the  good  and  evil  which  re- 

sult to  the  State  at  large,  behold  a  political  evil,  and  not 
only  see  but  feel  it:};,  and  when  they  publicly  and  constitu- 
tionally assemble  to  instruct  their  Representatives  to  coun- 
teract its  effect,  and  are  threatened  for  that  cause  with 
persecution  even  for  conscience  sakef,  who  should  think/ 
strange,  of  those  who  have  added  much  to  the  real  wealth 

*A  central  railroad. 

X  The  introduction  of  slaves  in  the  State. 

t  The  Quaker  bill  of  1827. 

360 


Causes  of  Emigration".  361 

and  improvement  of  the  State,  whose  forefathers  for  sim- 
ilar causes  left  the  well  cultivated  fields  of  Old  England, 
broke  the  interior  of  the  wilderness  and  converted  it  into 
fruitful  gardens,  should  be  stimulated  to  break  the  wilder- 
ness of  the  West  and  leave  their  oppressors  sole  occupants 
of  the  soil.  A  Brief  Re  marker. 

— Raleigh  Register,  1827. 


4.    GOV.  BUKTON'S  MESSAGE  01V  EDUCATION. 


Little  done  in  the 
way  of  internal 
improvements ; 
sectional  feelings 
have  helped  to 
hinder  progress. 


Swamp  lands  ought 
to  be  reclaimed. 


To  create  and  sustain  within  our  own  State,  one  or  more 
commercial  depots,  which,  thro'  lines  of  easy,  direct  and 
cheap  inter  communication,  should  connect  the  extremities 
of  the  country  together;  serving  to  keep  the  circulating 
medium,  the  very  life-blood  of  commerce,  in  a  continual 
and  healthy  flow  throughout  our  own  body  politic — there- 
by destroying  that  injurious  and  unfortunate  dependence 
upon  our  sister  states  (one  of  the  principal  causes  alluded 
to  above,)  has  been  the  ardent  wish  and  anxious  desire  of 
every  enlightened  friend  of  the  State.  In  the  prosecution 
of  this  subject,  much  has  been  attempted,  much  has  been 
expended,  and  but  little  has  hitherto  been  done.  In  the 
conflict  between  the  prejudices  naturally  flowing  from 
sectional  feelings  and  the  correct  reason  of  the  case,  the 
energies  of  the  State  have  been  almost  palsied  and  her 
attempt  rendered  comparatively  abortive.  The  want  of 
systematic  arrangement,  and  the  failure  to  select  one  or 
more  points,  combining  the  greatest  variety  of  interests, 
upon  wbich  the  accumulated  energies  of  the  State  might 
have  been  thrown  with  irresistible  effect,  has  been  the 
source  of  almost  total  ruin  to  our  system  of  Internal  Im- 
provements.*    *     * 

Connected  with  this  system,  is  a  subject,  in  which  it  is 
expected  every  sincere  friend  of  his  country  will  take  a 
deep  interest.  I  refer  to  the  draining  and  reclaiming  of 
our  swamp  and  marsh  lands.  This  work  has  already  been 
commenced,  in  a  manner  highly  creditable  to  your  prede- 
cessors. They  authorized  the  Board  of  Internal  Improve- 
ments to  employ  surveyors  to  make  the  necessary  exami- 
nation of  certain  swamps,  whose  locality  was  specified, 
preparatory  to  the  commencement  of  this  important  work. 
Two  gentlemen,  Mr.  Nash,  highly  recommended  by  Gov. 
Clinton  for  science  and  skill  in  his  profession,  and  Mr, 
Brozier,  whose  qualifications  as  a  surveyor  are  well  known, 

362 


Gov.  Burtox  ox  Education.  363 

have  been  engaged  during  the  greater  part  of  the  past  Sum- 
mer and  Fall,  in  making  surveys,  drafting  platts  and  col- 
lecting the  information  required.  All  of  which  will  be 
communicated  to  you  more  at  large.  It  is  sincerely  de- 
sired, that  the  result  of  the  investigation  which  you  may 
bestow  upon  the  labours  of  these  gentlemen,  may  be  such 
as  to  induce  you  zealously  to  prosecute  this  work.      Could  Advantages  to  be 

,,,  mi  1-iit  n       derived  from  this 

these  lands  generally  be  reclaimed,  the  advantages  result-  work. 
ing  to  the  farming  interest  of  the  State,  from  the  addition 
of  such  an  immense  body  of  arable  lands,  would  be  incalcu- 
lable. To  the  benevolent  and  philanthropic  no  undertak- 
ing could  be  presented  so  acceptable  as  one  proposing  to 
diminish  the  quantum  of  human  misery,  by  removing  a 
fruitful  source  of  disease,  and  converting  a  curse  into  a 
blessing.  To  the  legislator  it  must  be  consoling  to  know, 
that  while  he,  in  this  way,  prevents  the  partial  depopula- 
tion of  his  State,  he  is  at  the  same  time  creating  the  most 
ample  and  permanent  provision  for  the  education  of  the 
poor  of  the  rising  generation.  Did  the  subject  hold  no 
other  advantage,  this  of  itself  would  entitle  it  to  deep  at- 
tention and  untiring  exertion.  For,  upon  the  education 
of  the  generation  now  growing  up,  and  those  that  will 
come  after,  depends,  in  a  great  measure,  the  continuance, 
in  their  purity,  of  our  happy  forms  of  government.  It  is 
at  once  the  source  of  public  and  private  respectability,  the 
spring  of  social  and  individual  happiness.  Yet,  with  all 
the  advantages  which  must  incontestably  flow  from  reclaim- 
ing the  swamp  lands  and  a  system  of  free  schools,  they  are 
both  in  danger  of  failing,  from  the  failure  of  the  provision 
upon  which  both  were  measurably  based.     In  their  aid.  Lottery  for  the 

ii  -r-i  i-1-i-r.-icT  i   Purpose  of  draining 

the  last  Legislature  authorized  the  Board  oi  Internal  lands  a  failure. 
Improvements,  and  the  President  and  Directors  of  the 
Literary  Fund,  respectively,  to  raise,  by  way  of  lottery, 
$50,000,  and  allowed  them  to  sell  the  privilege.  After  a 
fair  experiment  it  has  been  found  impossible  to  procure 
a  purchaser.     With  you  it  remains  to  make  such  other  and 


364  Gov.  Burton  on  Education. 

further  provision,  as  shall  seem  best  calculated  to  attain 
objects  so  desirable.  Whether  the  practice  of  some  States, 
of  granting  exclusive  privileges  to  the  purchasers  of  lot- 
teries sold  by  such  States,  by  totally  prohibiting  the  sale 
of  tickets  in  any  other  lottery,  would  render  the  privilege 
offered  for  sale,  by  the  State,  more  valuable,  or  whether 
any  other  system  can  be  resorted  to,  are  subjects  which 
may  deservedly  claim  your  attention. 
— House  Journal  1821-28,  pp.  121-128. 


5.  ASSEMBLY  COMMITTEES  0>  EDUCATION. 

Senate  Committee    on    Education :     Emanuel    Shober,  senate  committee. 
Stokes ;   Nicholas   J.   Drake,   ISTash ;   John   Joyner,   Pitt : 
Abner  Franklin,  Iredell;  Nathan  B.  Whitefield,  Lenoir. 

— Senate  Journal  1827-28,  p.  10. 

House  Committee  on  Education:  Joseph  D.  White,  House  committee. 
Bertie ;  Enoch  Ball,  Currituck ;  George  Whitefield,  Le- 
noir ;  Thos.  W.  Blackledge,  Beaufort ;  Joseph  Gillespie, 
Duplin ;  John  T.  Gilmore,  Bladen ;  John  C.  Taylor,  Gran- 
ville ;  Nathan  A.  Stedman,  Chatham ;  John  M.  Morehead, 
Guilford;  Wm.  J.  Alexander,  Mecklenburg;  Xathaniel 
Gordon,  Wilkes;  Benjamin  S.  Brittain,  Haywood;  Robert 
H.  Jones,  Warren ;  H.  J.  G.  Ruffin,  Franklin ;  Clement 
Marshall,  Anson ;  Malcolm  Pureell,  Robeson. 

— House  Journal  1827-28,  p.  133. 


365 


6.    LEGISLATIVE  INQUIRY  INTO  CONDITION  OF  LITERARY 

FUND. 

committee  on  state      Saturday,  Nov.  24,  1827.— On  motion  of  Mr.  Perry1, 
of  literary  fund.      Resolved,  That  the  committee  on  Education  he  instructed 
to  inquire  into  the  state  of  the  Literary  Fund  and  report 
to  this  House  at  an  early  day  in  the  Session. 

—House  Journal,  1827-28,  p.  137. 


'Robert  Perry,  Perquimans. 


Committee  to  in- 
quire into  state  of 
literary  fund  ap- 
pointed. 


Report  of  the  com- 
mittee presented. 


Wednesday,  Dec.  5,  1827. — On  motion  of  Mr.  Black- 
ledge, 

Resolved,  That  a  select  committee  he  appointed  to  in- 
quire into  the  state  of  the  Literary  Fund;  and  also  to 
inquire  whether  any  bond  has  been  taken  from  the  person 
entrusted  with  the  safe  keeping  of  the  monies  belonging 
to  the  President  and  Directors  of  the  Literary  Fund,  for 
the  due  and  faithful  performance  of  his  duty. 

Resolved,  That  Messrs.  Blackledge,  Adams,  Lilly,  Puf- 
fin and  Pool  form  this  committee.1 

— House  Journal,  1827-28,  p.  157. 


1  Thomas  W.  Blackledge,  Beaufort;  Kinchen  Q.  Adams,  Johnston; 
James  M.  Lilly,  Montgomery  ;  Henry  J.  G.  Ruffm,  Franklin ;  John 
Pool,  Pasquotank.  • 

Monday,  Dec.  17,  1827. — Mr.  Blackledge,  from  the  se- 
lect committee,  to  whom  was  referred  the  resolution  direct- 
ing them  to  inquire  into  the  state  of  the  Literary  Fund ; 
and  also  to  inquire  whether  any  bond  had  been  taken  from 
the  person  entrusted  with  the  safe  keeping  of  the  monies 
belonging  to  the  President  and  Directors  of  the  Literary 
Fund,  for  the  due  and  faithful  performance  of  his  duty, 
reported  that  the  committee  had,  according  to  order,  had 
the  subjects  referred  to  them  under  consideration,  and 
instructed  him  to  report  a  bill  to  provide  for  the  safe  keep- 

366 


CoXDITIOX    OF    LlTEEABY    FuXD.  367 

ing  of  the  money  appropriated  to  the  Literary  Fund,  and 
to  recommend  its  passage.  The  said  bill  was  read,  and, 
on  motion,  ordered  to  be  printed,  one  copy  for  each  mem- 
ber of  the  Assembly. 

—House  Journal,  1827-28,  pp.  187-188. 

The  Report. 

The  select  Committee  to  whom  was  referred  a  resolution 
directing  them  "to  inquire  into  the  state  of  the  Literary 
Fund ;  and  also  to  inquire  whether  any  bond  had  been 
taken  from  the  person  entrusted  with  the  safe  keeping  of 
the  monies  belonging  to  the  President  and  Directors  of  the 
Literary  Fund,  for  the  due  and  faithful  performance  of 
his  duty"  repectfully  report :  That  they  entered  upon  the 
performance  of  their  duties  at  as  early  a  period  as  the  ex- 
isting inquiries  into  the  financial  affairs  of  the  State  then 
pending,  would  permit.  Being  entirely  without  data  on  Letter  to  the  Gov- 
the  subject,  the  Chairman  was  directed  by  the  Committee 
to  address  a  letter  to  his  Excellency  H.  G.  Burton,  as 
President  of  the  board  appointed  for  the  management  of 
the  Literary  Fund,  desiring  him  to  communicate  such  in- 
formation on  the  subjects  embraced  in  the  resolution  as 
would  enable  your  Committee  to  perform  the  duties  as- 
signed them  by  the  House.  The  Chairman,  accordingly 
did  address  a  letter  to  his  Excellency  asking  of  him  to 
know :  First,  What  was  the  amount  of  money  constituting  Questions  asked, 
the  Literary  Fund  ?  2ndly,  What  investments  had  been 
made  in  stock  of  the  various  banks  ?  3rdly,  At  what  time 
those  investments  had  been  made  ?  But  lastly  and  mainly, 
whether  the  President  and  Directors  had  taken  a  bond 
from  the  person  entrusted  with  the  safe  keeping  of  the 
monies  of  the  institution?  This  letter  was  delivered  to 
his  Excellency  by  the  Chairman  of  the  Committee;  and  in 
answer  thereto  on  the  10th  inst.,  the  letter  of  which  the 
following  is  a  copy  was  received  by  the  chairman  and  by 
him  submitted  to  the  consideration  of  the  Committee. 


368  Condition  of  Literary  Fund. 

(Copy.) 
Kaleigh  Monday  Morning,  Dec.  10,  1827. 

No  bond  has  been        Sir,  In  answer  to  your  letter  of  Saturday  last,  as  chair- 
taken  from  the  ,,        ^  .  ,,   ,  -,        -,--,-  c   r\  ■  i      • 

Treasurei- of  the      man  oi  a  Committee  oi  the  House  ot  Commons,  enclosing 

Literal  Board ;  no  .  .  . 

authority  to  take     a  resolution  oi  the  House  directing     An  inquiry  into  the 

such  a  bond.  °  ±        " 

state  of  the  Literary  Fund,  and  whether  any  bond  had 
been  taken  from  the  person  intrusted  with  the  safe  keeping 
of  the  monies  belonging  to  the  President  and  Directors  of 
the  Literary  Fund  for  the  due  and  faithful  performance 
of  his  duty."  I  have  the  honor  to  state  that  no  such  bond 
has  been  taken  by  the  President  and  Directors  of  the  Lit- 
erary Fund.  The  act  of  the  Legislature  of  1825  creating 
a  fund  for  Common  School  directs  that  the  Board  shall 
cause  to  be  kept  by  the  Treasurer  of  the  State,  a  regular 
account  of  all  such  sums  of  money  as  may  belong  to  the 
said  fund,  the  manner  in  which  the  same  has  been  vested 
and  applied  and  that  they  shall  make  annual  report  there- 
of to  the  Legislature.  A  reference  therefore  to  the  act 
shows  that  the  board  had  no  authority  by  law  to  take  from 
the  jDerson  entrusted  with  the  safe  keeping  of  the  monies 
of  the  board,  a  bond  for  the  performance  of  his  duties ; 
and  that  it  would  have  been  perfectly  unnecessary  it 
should  have  contained  any  such  provision  as  the  law  makes 
it  the  duty  of  the  Treasurer  of  the  State  to  receive  the 
monies  appropriated  for  common  schools ;  and  that  he  shall 
keep  a  regular  account  of  the  same.  The  condition  of  the 
Public  Treasurer's  bond  required  by  law  "that  he  shall 
faithfully  account  for  the  public  money  of  the  State,  and 
for  his  performing  the  several  duties  appertaining  to  the 
office  of  Public  Treasurer."  So  that  any  duty  required  by 
law  for  the  Treasurer  of  the  State  to  perform  comes  with- 
in the  condition  of  his  bond.  The  annual  report  I  pre- 
sume will  be  made  by  the  present  board  in  a  short  time; 
but  as  it  may  be  desirable  on  the  part  of  the  Legislature  to 
know  the  true  condition  of  the  fund,  before  that  report 
shall  be  received,  I  take  this  opportunity  of  giving  an  ab- 


Condition  of  Literary  Fund.  369 

stract  of  the  receipts  of  the  two  last  years.,  and  an  account 

of  the  monies  which  have  been  invested   in  Bank  stock, 

under  the  authority  of  the  act. 

Balance  of  the  fund  reported  by  the  Treasurer  condition  of  the 

Nov.  1825    $12,304.95$  Literar>' ™- 

Agricultural  fund  transferred    by  law     Feb. 

1827   8,041.92$ 

Dividends  on  Newbern  Bank  Stock 2,692.50 

•Dividends  on  Cape  Fear  Navigation  Company        420.00 

Tavern  tax  1827   3,467.44 

Auction  tax  1827    553.65 

Entries  for  land  received  1827 4,300.35^ 


Total  receipts  for  1826  and  1827 $36,989.82$ 

Credit  this  amount  by  the  following  expenditures,  viz : 

For  78  shares  of  Stock  of  the  State  Bank  at 

par    $  7,800.00 

For  Blank  Books  to  keep  accounts 5.50 


7,805.50 
And  leaving  a  balance  due  the  Literary  Fund 
from  the  Treasurer  of  the  State  of  the  sum 
of    $28,184.32$ 

From  this  statement  it  will  be  seen  that  78  shares  of 
Bank  Stock  have  been  purchased  for  the  fund,  which  have 
been  regularly  transferred  to  the  President  and  Directors, 
and  stands  so  transferred  on  the  books  of  the  State  bank 
of  North  Carolina. 

The  above  sum  of  $28,184.32$  has  been  received  by  the 
late  John  Haywood  as  Treasurer  of  the  State,  and  in  ad- 
dition to  which  sum,  the  Literary  Fund  has  in  the  State 
Bank,  the  sum  of  $17.50  for  dividends  in  June  last,  and 
also  the   dividends   lately    declared     on    the    stock. — the 


24 


370  Condition  of  Literary  Fund. 

amount  of  which  will  appear  I  presume  in  the  report  here- 
after to  be  made  by  the  board  to  the  Legislature. 
I  have  the  honor  to  be,  respectfully, 

H.  G.  Burton. 

Letter  to  the  Attor-      On  the  fullest  consideration  which  the  Committee  could 

ney  General ;  ques-  • 

tions  asked.  bestow  on  this  letter,  there  still  remained  some  discrepancy 

of  opinion  among  us  as  to  the  legal  soundness  of  his  Excel- 
lency's opinion.  And  in  order  to  produce  unanimity  by 
getting  advice  from  higher  authority,  the  chairman  of  the 
Committee  addressed  a  letter  to  J.  F.  Taylor,  Esquire, 
the  Attorney  General  of  the  State,  who  was  deemed  by  the 
committee  to  be  the  constitutional  adviser  upon  legal 
points  connected  with  the  interests  of  the  State,  desiring 
his  opinion:  First,  whether  the  condition  in  the  Treas- 
urer's bond  as  Public  Treasurer  would  cover  any  deficit 
in  the  Literary  Fund  ?  2ndly,  Whether  it  was  the  duty 
of  the  President  and  Directors  of  the  Literary  Fund  to 
take  a  bond  and  security  from  the  persons  entrusted  with 
the  safe  keeping  of  the  monies  constituting  said  fund  ? 
To  this  letter  the  Attorney  General  replied  with  great 
promptness  and  your  committee  annex  a  copy  of  his  letter 
to  this  report  as  part  thereof. 

Dec.  10,  1827. 
Dear  Sir :  You  have  done  me  the  honor  to  ask  my 
opinion  whether  the  condition  of  the  Treasurer's  bond 
covers  any  deficiency  in  the  Literary  Fund  and  whether 
it  was  the  duty  of  the  President  and  Directors  of  that  fund 
to  take  bond  from  the  person  entrusted  with  the  safe  keep- 
ing of  their  money,  and  I  now  submit  to  you  the  result  of 
the  little  reflection,  I  have  been  enabled  to  bestow  upon  the 
subject  since  the  receipt  of  your  communication  this  morn- 
ing. 
Hew  that  the  Upon  the  first  question,  I  am  of  the  opinion  that  the 

the  Treasurer  does  condition  of  the  Treasurer's  bond  does  not  cover  any  de- 

not  cover  the  ....  ™ 

Literary  Fund.   ■    ficiency  in  the  Literary  Fund.      That  if  any  sum  of  money 


Condition  of  Literary  Fuxd.  371 

has  been  set  apart  and  transferred  by  the  public  treasurer 
to  the  President  and  Directors  of  the  Literary  Fund  with 
their  assent,  such  sum  thereby  ceased  to  form  a  part  of  the 
Public  Funds  covered  by  the  condition  of  the  bond ;  but 
became  subject  to  the  exclusive  control  of  the  President 
and  Directors  and  if  any  part  of  it  was  left  with  the  pub- 
lic Treasurer  (an  act  on  the  part  of  the  board  not  contem- 
plated I  think  by  the  Legislature)  the  Treasurer  thereby 
becomes  their  agent,  but  ceased  to  hold  the  money  as  Pub- 
lic Treasurer.  But  the  mere  report  of  the  Public  Treas- 
urer that  he  held  so  much  money  belonging  to  that  fund 
does  not  make  such  a  transfer  of  it  to  the  President  and 
Directors  as  to  prevent  the  liability  of  the  Treasurer's  se- 
curities ;  that  before  their  liability  ceases,  there  must  not 
only  be  a  declaration  on  the  part  of  the  Treasurer  that  so 
much  has  been  set  apart,  but  some  acknowledgement  of 
that  fact  on  the  part  of  the  President  and  Directors. 

Upon  the  second  question  I  think  it  was  not  content-  Law  does  not 
plated  by  the  Legislature  that  a  bond  was  to  be  taken  from  requn 
any  one.  They  seem  to  have  considered  that  the  money 
appropriated  to  the  Literary  fund  should  remain  in  the 
Treasury  until  the  appropriation  shoulel  be  maele  by  the 
President  and  Directors  to  the  purpose  for  which  they 
were  incorporated ; — and  that  the  money  thus  called  for 
by  them  and  the  proceeds  thereof  should  be  subject  exclu- 
sively to  the  control  of  the  Board. 

Very  Respectfully,  Your  obedient  servant, 

T.  W.  Blacklegs,  Esq.  J.  F.  Taylor. 

On  the  comparison  of  the  two  letters,  it  will  be  appa-  „. 

1  l  J         Disagreement  be- 

rent  to  the  House,  that  there  is  a  difference  of  opinion  be-  ^the<^v£rnOT°ns 

tween  his  Excellency  and  the  Attorney  General,  as  to  the  ™t£&Ati0TneY 

responsibility  for  the  Treasurer's  bond  for  any  deficit  in 

the  Literary  Fund.     Your  committee  decline  giving  any 

opinion  when  two  such  high  authorities  disagree.      They 

lament  that  they  have  to  state  a   deficit   of  twenty-eight 

thousand,  one  hundred  and  eio-htv-four  dollars  and  thirty 


372 


Condition  of  Literary  Fund. 


No  censure  of  any 
one ;  bill  recom- 
mended. 


Bill  to  require  a 
bond. 


two  and  a  half  cents,    ($28,184,325^),  as  appears   by  his 
Excellency's  letter  making  a  part  of  this  report. 

In  conclusion  your  committee  have  laid  all  the  facts 
connected  with  the  subject  before  the  house.  They  do  not 
feel  called  upon  to  pass  any.  censure  upon  those  high  public 
functionaries  to  whose  custody  and  direction  this  sacred 
deposit  has  been  entrusted.  As  to  any  expression  of 
opinion  which  is  unfavorable  or  otherwise  upon  that  part 
of  the  subject  they  leave  it  to  the  Legislature.  But  for 
the  purpose  of  preventing  so  unfortunate  and  disreputable 
a  recurrence  of  circumstances,  they  recommend  the  pas- 
sage into  a  law  of  the  following 

Bill 

To  provide  for  the  safe  keeping  of  the  money  appropri- 
ated to  the  Literary  Fund. 

Be  it  enacted  &c.  That  it  shall  hereafter  be  the  duty 
of  the  President  and  Directors  of  the  Literary  Lund  to 
take  bond  and  security  from  the  person  entrusted  with  the 
safe  keeping  of  the  monies  of  the  institution,  in  a  penalty 
double  the  amount  of  the  sum  or  sums  so  entrusted  for  safe 
keeping. 

Sec.  2d.     And  be  it  further  enacted,  that  this  act  shall 
be  in  force  from  and  after  the  ratification  thereof. 
All  of  which  is  respectfully  submitted, 

Thomas  Wharton  Blacklege, 

Chairman. 


Rejection  of  the 
bill  and  report. 


Endorsed  on  the  above  bill  and  report :  In  H.  Com- 
mons 5-Jan.-1828,  read  and  the  report  and  bill  unani- 
mously rejected. 

— Unpublished  Legislative  Documents,  1827. 


7.     SMITH'S  BILL  TO  REPEAL  LITERARY  FU1VD  LAW. 

Tuesday,  Dec.  18,  1827. — Mr.  Smith1,  with  leave,  pre-  House  t>m  to  repeal 

Y  '  -'  '    L  Literary  Fund 

sented  a  bill  to  repeal  an  act,  passed  in  the  year  1825,  en-  introduced, 
titled  '"an  act  to  create  a  fund  for  the  establishment  of 
common  schools."      The  said  bill  was  read,   and,  on  mo- 
tion, referred  to  the  committee  on  Education. 

— House  Journal  1827-28,  p.  191. 


'Nathaniel  G.  Smith,  Chatham. 

A  Bill  to  repeal  an  Act  passed  in  the  year  1825,  entitled  Literary1Fundepea 
"An  Act  to  create  a  fund  for  the  establishment  of  Common 
Schools." 

Be  it  enacted  by  the  General  Assembly  and  it  is  hereby 
enacted  by  the  authority  of  the  same;  That  the  above  re- 
cited'act  be,  and  the  same  is  hereby  repealed. 

— Unpublished  Legislative  Documents  1827-28. 


873 


8.    DRAKE'S  BILL  TO  REPEAL  LITERARY  FUM)  LAW. 

S^Kdllw?  A  Bill  to  repeal  an  Act  passed  in  the  year  1825,  entitled 
"an  act  to  create  a  fund  for  the  establishment  of  common 
schools." 

Be  it  enacted  by  the  General  Assembly  of  the  State  of 
North  Carolina,  and  it  is  hereby  enacted  by  the  authority 
of  the  same,  that  an  act  passed  in  the  year  1825,  entitled 
"an  act  to  create  a  fund  for  the  establishment  of  common 
schools,"  be  and  the  same  is  hereby  repealed. 

Be  it  further  enacted  that  the  fund  created  by  the  above 
entitled  act,  and  known  by  the  name  of  the  Literary  Fund, 
shall  constitute  a  part  of  the  funds  in  the  public  treasury 
of  the  State. 

— From  Unpublished  Legislative  Documents,  1827-28. 

peatTm  fans  in6  Saturday,  Jan.  5,  1828. — Mr.  Drake1  presented  a  bill 
to  repeal  an  act,  passed  in  the  year  1825,  entitled  "an 
act  to  create  a  fund  for  the  establishment  of  common 
schools" ;  which  being  read  the  first  time,  on  motion  of 
Mr.  Alexander2,  the  said  bill  was  indefinitely  postponed. 

— Senate  Journal  1827-28. 


1  Nicholas  J.  Drake  Nash. 

2  William  J.  Alexander,  Mecklenburg. 


374 


9.    LITERARY   FUND  CLERK  BILL  REJECTED. 

Mr.  Owen1  presented  a  bill  to  authorise  the  President  senate  passes 

Literary  Fund 

and  Directors  of  the  Literary  Fund  to  employ  a  clerk ;  Clerk  bll] 
which  bill  was  read  the  first,  second,  and  third  times  and 
passed,  and  ordered  to  be  sent  to  the  House  of  Commons. 

— Senate  Journal,  1827-28,  p.  117. 

Received  from  the  House  of  Commons,  a  message,  stat-  House  rejects 

°  Literary  Fund 

ing  that  they  have  rejected  the  engrossed  bill  to  authorise  clerk  bilL 
the  President  and  Directors  of  the  Literary  Fund  to  em- 
ploy a  Clerk. 

— Senate  Journal,  1827-28,  p.  121. 


John  Owen,  Bladen. 


A  Bill  to  authorize  the  President  and  Directors  of  the  Bin  allowing  Di- 
rectors of  Literary 
Literary  Fund  to  appoint  a  Clerk.  Fund  sso  for  a 

Be  it  enacted  by  the  General  Assembly  of  the  State  of 
North  Carolina  and  it  is  hereby  enacted  by  the  authority 
of  the  same,  that  the  President  an  el  Directors  of  the  Liter- 
ary Fund  be  authorized  to  employ  a  Clerk,  who  shall  be 
allowed  a  salary  not  exceeding  Fifty  Dollars,  per  annum, 
to  be  paid  on  the  warrant  of  the  President,  and  that  the 
said  sum  be  allowed  for  the  last  year. 


— From   Unpublished  Documents,  1827-28. 


375 


10.    REPORT  ON  LITERARY  FUND  REPEAL  BILL. 

cS^slsrejfc*111"  Monday,  Dec.  31,  1827. — Mr.  Morehead1,  from  the 
LUeraryFuSd'iaw1  committee  on  Education,  to  whom  was  referred  the  bill  to 
repeal  an  act,  passed  in  the  year  1825,  entitled  "an  act  to 
create  a  fund  for  the  establishment  of  common  schools," 
reported  that  the  committee  had  had  the  said  bill  under 
consideration,  and  instructed  him  to  recommend  that  the 
said  bill  be  rejected.  The  report  was  read  and  concurred 
in. 

— House  Journal,  1821-28,  pp.  221- 


1  John  M.  Morehead,  Guilford. 

The  committee  on  Education  to  whom  was  referred  the 
bill  to  repeal  an  Act  passed  in  the  year  1825,  entitled  an 
"Act  to  create  a  fund  for  the  establishment  of  Common 
Schools,"  have  had  the  same  under  consideration  and  beg 
leave  to  report:  That  by  the  act  of  1825  a  fund  for  com- 
mon schools  is  created,  in  which  the  youth  of  our  State  are 
to  be  instructed  in  the  common  principles  of  reading,  writ- 
ing* and  arithmetic : 

condition  of  the  That  under  the  provisions  of  that   act,   a  fund  to  the 

amount  of  $35,989.82^  cts.  has  already  accumulated;  that 
the  sum  with  the  dividends  of  Bank  Stock  and  Navigation 
Stock,  monies  arising  from  licenses,  granted  to  retailers 
and  auctioneers ;  monies  arising  from  entries  of  vacant 
land,  and  the  vacant  and  unappropriated  swamp  lands ; 
also  the  sum  of  $21,090  which  was  paid  by  the  State  for 
Indian  reservations,  which  it  is  hoped  will  be  refunded  by 
the  United  States ;  all  of  which  are  appropriated  by  said 
act  to  the  fund  for  Common  Schools,  will  create  a  fund 
sufficient  to  carry  the  rudiments  of  an  English  Education 
to  the  door  of  every  cottage  in  this  State. 

tiheeArtPofi825e °f       Your  committee  believe  that  the  passage  of  that  Act 

376 


Report  ox  Repeal  of  Literary  Fund  Law.  37' 

must  have  been  greeted  by  every  Philanthropist,  and 
friend  of  Civil  Liberty,  as  the  foundation  on  which  was 
to  rest  the  future  happiness  of  our  citizens,  and  the  per- 
petuity of  our  political  institutions.  Ours  is  literally  a 
country  of  laws ;  we  acknowledge  no  superiority,  but  that 
voluntary  tribute  which  is  paid  to  personal  merit :  we  in- 
herit, in  common,  the  birth  right  of  equality,  and  it  is 
equally  the  duty  of  every  citizen  to  act  and  think  for  the 
common  welfare.  If  the  great  mass  of  the  people  are  per- 
mitted to  remain  in  ignorance,  their  acts  must  be  the  re- 
sult of  caprice  or  delusion.  They  will  have  to  receive  their 
political  faiths  from  those,  whose  opportunities  have  given 
them  an  extent  of  information,  and  superiority  of  under- 
standing, unatainable  by  them  whose  misfortune  it  may 
have  been  to  be  poor. 

Instead  of  forming  their  opinions,  upon  mature  delib- 
eration from  the  collected  wisdom  of  our  political  sages, 
they  will  have  to  receive  their  information  from  others, 
whose  interest  it  may  be  to  dupe  and  mislead  them. 

Unfortunately  for  all  countries,  and  more  particularly 
for  ours,  there  will  be  demagogues  ever  ready  to  excite  the 
prejudices,  and  inflame  the  passions  of  the  people  to  effect 
a  result,  directly  the  reverse  of  that,  which  would  have 
been  the  dictate  of  a  well-instructed  judgment. 

From  the  very  nature  of  our  civil  institutions,  the  people 
must  act;  it  is  wisdom  and  policy,  to  teach  them  to  act 
from  the  lights  of  reason,  and  not  from  the  blind  impulse 
of  deluded  feeling. 

Your  committee  cannot  but  contrast  the  sullen  discon-  condition  of  an 

...  ignorant  and  a 

tent  of  an  ignorant  people,  brooding  over  evils  which  do  well-informed 

°  r      r     '  °  people  contrasted. 

not  exist,  and  wrongs  never  sustained,  with  the  happy  con- 
dition of  a  well-informed  people,  whose  sound  judgment? 
discriminate  between  the  declamatory  froth  of  a  dema- 
gogue, and  the  sound  doctrines  of  political  philosophy. 

Independent  of  any  political  influence  that  general  edu- 
cation might  have  your  committee  are  of  opinion  that  any 


378  Report  on  Repeal  of  Literary  Fund  Law. 

State  or  sovereign,  having  the  means  at  command,  are 
morally  criminal  if  they  neglect  to  contribute,  to  each  citi- 
zen or  subject  that  individual  usefulness  and  happiness 
which  arises  from  a  well-cultured  understanding. 

Duty  of  the  state         Your  committee  believe  that  it  is  the  duty  and  the  in- 
to instruct  poor 

children.  terest  of  ]STorth  Carolina  to  instruct  that  part  of  her  popu- 

lation, who  possess  not  the  means  of  acquiring  a  useful 
education ;  and  to  afford  every  possible  facility  for  the  in- 
struction of  those,  whose  fortune  places  them  beyond  the 
necessity  of  charitable  assistance.  The  ample  means 
which  she  can  command  could  not  be  more  usefully  or 
nobly  employed. 

Your  committee  cannot  conceive  a  nobler  idea,  than  that 
of  the  genius  of  our  country,  hovering  over  the  tattered 
son  of  some  miserable  hovel,  leading  his  infant  but  gigantic 
mind  in  the  paths  of  useful  knowledge,  and  pointing  out 
to  his  noble  ambition  the  open  way  by  which  talented  merit 
may  reach  the  highest  honors  and  preferments  of  our  gov- 
ernment. Your  committee  unanimously  recommend  the 
rejection  of  the  Bill.  All  of  which  is  respectfully  sub- 
mitted, J.  M.  Moreiiead,  Ch. 

In  House  of  Commons  31  Dec.  1827 — read  and  unani- 
mously concurred  in. 

— Unpublished  Legislative  Documents,  1827. 


11.    DEAF  AND  DUMB  INSTITUTION  INCORPORATED. 

Preliminary  Meeting.  After  the  business  of  the  Bible  officers  of  the 
Society  was  disposed  of,  a  meeting  was  held,  agreeably  to 
the  notice  given  in  our  last  Register,  to  take  into  consid- 
eration the  expediency  of  establishing  an  Institution  for 
the  instruction  of  the  deaf  and  dumb.  The  Rev.  Dr. 
Al'Pheeters  was  called  to  the  Chair,  and  J.  Gales  acted  a? 
Secretary. 

On  motion,  it  was  resolved  to  establish  a  Society,  under  Resolutions  to  m- 
the  name  of  "The  1a".  Carolina  Institution  for  the  instruc- 
tion of  the  deaf  and  dumb."  A  Constitution  was  immedi- 
ately formed,  subject  to  revision,  and  signed  by  the  per- 
sons present.  Committees  were  appointed  to  revise  the 
Constitution;  to  make  application  to  the  General  Assem- 
bly for  an  act  to  incorporate  the  Society ;  and  for  drafting 
a  memorial  to  Congress,  praying  for  a  grant  of  land,  such 
as  has  heretofore  been  given  to  institutions  of  the  same 
kind  in  some  of  our  sister  States. 

His  Excellency  the  Governor  is  chosen  President  of  the 
Society.     The  other  officers  will  be  published  hereafter. 

The  Rev.  Dr.  Caldwell,  at  the  unanimous  request  of  the  Address  by  Dr. 
meeting,  lias  consented  to  deliver  an  Address  in  favor  of 
this   Institution,   in  the   Commons   Hall,   on  Wednesday 
evening  next,  at  candle  light.     At  the  close  of  which,  a 
meeting  of  the  Society  will  be  held. 

— Raleigh  Register,  Dec.  21,  1827. 

Address  by  Dr.  Caldwell.     On  Wednesdav  evening  last,  convincing 

<->  J  address. 

agreeably  to  previous  arrangement,  the  Rev.  Dr.  Caldwell 
delivered  a  most  interesting  &  appropriate  Address  in  the 
Commons'  Hall,  on  the  subject  of  establishing  an  Asylum 
in  the  State,  for  the  instruction  of  the  Deaf  and  Dumb,  nor 
did  he  fail  to  convince  any,  we  presume,  of  the  expediency 
and  duty  of  contributing  to  the  erection  of  such  Institu- 
tions. 

379 


380  Deaf  and  Dumb  Institution. 

story  of  the  begin-       It  was  ordered  by  Providence,  whose  afflictions  are  fre- 

Gai&udet.e  w°r  °  quently  blessings  in  disguise,  that  a  gentleman  of  high 
standing  in  society,  experienced  the  misfortune  of  having 
a  part  of  his  family  afflicted  by  this  calamity.  Aided  by 
the  benevolent  efforts  of  other  individuals,  he  sent  a  person 
to  Europe  to  attain  a  knowledge  of  the  means  there  used 
to  remedy  this  melancholy  privation.  Mr.  Gallaudet,  a 
pious,  philanthropic  gentleman,  highly  gifted  and  very  lib- 
erally educated,  undertook  this  labor  of  love.  At  London 
his  reception  was  far  from  satisfactory,  and  he  proceeded 
to  Edinburg,  where  he  was  still  more  mortified.  It  seemed 
as  if  the  friends  of  the  human  race  there,  wished  to  mo- 
nopolize the  merits  of  these  praise-worthy  institutions  and 
confine  their  blessings  to  a  very  small  sectional  part  of  the 
globe.  From  Scotland  he  went  to  France,  and  there  the 
doors  of  the  schools  were  thrown  open  to  him,  and  Abbe 
Sicard,  the  benevolent  and  liberal  minded  successor  of 
Abbe  de  L'Eppe  rendered  him  every  facility  for  the  acqui- 
sition of  this  language  of  Charity. 

visit  of  Mr.  ciere.  A  still  greater  benefit  Mr.  Gallaudet  derived  from  his 
visit  to  France,  for  it  induced  Mr.  Laurent  Clere,  one  of 
the  most  intelligent  of  the  Professors,  to  accompany  him  to 
America.  And  this  was  the  first  seed  sown,  whose  ma- 
tured growth  are  spreading  their  branches  in  every  quarter 
of  the  Union.  Our  readers  will  be  astonished  to  learn  that 
in  North  Carolina,  the  number  of  persons  who  labor  under 
the  distressing  disabilities  attached  to  the  want  of  hearing 
and  speech,  is  estimated  at  400. 

condition  of  the  One  of  Mr.    Clere's  answers  to  queries  respecting;  his 

untaught  deaf.  ,  .  m 

State,  before  he  was  himself  instructed,  is  very  affecting — 
"I  had  a  mind  and  did  not  think — I  had  a  he^rt  and  did 
not  feel."  Persons  suffering  under  these  privations,  be- 
fore enlightened  by  education,  appear  to  be  terrified  when 
death  meets  their  eyes.  They  look  upon  the  lifeless  clay 
with  horror,  for  thev  have  no  idea  of  futurity,  no  knowl- 


Deaf  axd  Dumb  Institution.  381 

edge  of  a  superintending  Providence,  no  hopes  of  meeting 
in  another  and  a  better  world. 

—Raleigh  Register,  Bee.  28,  1827. 

Society  Incorporated.  An  Act  to  incorporate  the  North 
Carolina  Institution  for  the  instruction  of  Deaf  and 
Dumb.1 

Whereas  certain  individuals  of  this  State  have  associ-  Preamble, 
ated  themselves  together,  under  the  name  of  the  North 
Carolina  Institution  for  the  instruction  of  deaf  and  Dumb, 
for  the  purpose  of  establishing  an  asylum  for  the  reception 
and  instruction  of  such  unfortunate  persons  in  this  State 
as  may  belong  to  that  description;  and  they  being  desirous 
that  this  Legislature  should  extend  to  them  the  powers  and 
privileges  of  a  body  corporate  and  politic ;  therefore, 

I.  Be  it  enacted  bv  the  General  Assembly  of  the  State  Given  corporate 

"  >J  powers. 

of  North  Carolina  and  it  is  hereby  enacted  by  the  authority 
of  the  same,  That  the  present  and  future  members  of  the 
North  Carolina  Institution  for  the  instruction  of  deaf  and 
dumb,  be,  and  they  are  hereby  constituted  a  body  politic 
and  corporate  by  the  name  and  style  of  "The  North  Caro- 
lina Institution  for  the  instruction  of  deaf  and  dumb ;" 
and  by  that  name  shall  have  perpetual  succession  and  a 
common  seal;  may  aco^iire.  hold  and  possess,  sell  and 
transfer  estate,  real  and  personal ;  may  sue  and  be  sued, 
plead  and  be  impleaded,  answer  and  be  answered,  and 
generally  do,  exercise  and  perform  all  the  powers  and 
privileges  usually  exercised  and  performed  by  bodies  poli- 
tic and  corporate  in  this  State. 

II.  Be  it  further  enacted.  That  power  is  hereby  granted 
to  the  members  of  the  institution  aforesaid  to  make  and 
establish  such  byelaws  and  regulations  for  their  govern- 
ment, and  that  of  their  officers  and  agents,  as  they  may 
deem  necessary  and  proper,  the  same  being  not  inconsistent 


1  Introduced  in  the  House,  Saturday,   Dec.  29,   1827,   by  Charles 
Fisher,  of  Salisbury.     See  House  Journal,  1827-28,  p.  216. 


382 


Deaf  and  Dumb  Institution. 


with  the   constitution   and  laws  of  this    State,   or  of  the 
United  States. 

—Laws,  1827-28,  chap.  LXIV. 


Land  grant  asked, 


Officers. 


Officers  and  Directors.  We  have  stated  in  a  former 
Register,  that  a  Society  was  formed  in  this  City  on  the 
18th  ultimo  for  the  purpose  of  establishing  an  Institution 
for  the  Instruction  of  the  Deaf  and  Dumb  of  this  State, 
since  which,  an  Act  has  been  passed  incorporating  the 
Society,  and  a  Memorial  been  sent  on  to  Congress,  praying 
for  a  grant  of  land  for  the  Institution,  with  a  request  that 
our  Senators  and  Representatives  in  Congress  will  give 
their  aid  to  the  application.  The  following  gentlemen 
have  been  appointed  Officers  of  the  Society  for  the  ensuing 
year : 

Governor  Iredell,  President 

Rev.  Dr.   Caldwell, 

Dr.  Beck  with, 

Stephen  Birdsall,  Treasurer. 

Weston  R.  Gales,  Secretary. 


V.  Presidents. 


Directors. 


Directors. —  Charles  Fisher,  Win.  Davidson,  Wm.  Boy- 
Ian,  Rev.  Dr.  Wm.  McPheteers,  Wm.  Peace,  Wm.  Hill, 
Benj.  S.  King,  Wm.  Robards,  Wm.  Gaston,  Beverly 
Daniel,  Bartlett  Yancy,  Alfred  Moore,  John  L.  Taylor, 
Gavin  Hogg,  Frederic  ISTash,  James  Mebane,  John  Beard, 
Jr.,  James  F.  Taylor,  Charles  Manly,  Joseph  Gales. 

Editorial,  Baleigh  Register,  Jan,  Ik,  1828. 


12,     SECOJfD  REPORT  LITERARY  BOARD. 

Executive  Office, 

Jany  3rd,  1828. 
At  this  time  and  place  a  meeting  of  the  President  and 
Directors  of  the  Literary  Fund  was  held,  present, 

Gov.  Iredell,  The  Board- 

Chief  Justice  Taylor, 
B.  Yancy  and 
Wm.  Robards  Esquires. 

The  following  report  was  read  and  directed  to  be  trans- 
mitted to  the  Legislature: 

Report. 
To  the  honble.      The  General  Assembly  of  the   State   of 
K  C. 
The  President  and  Directors  of  the  Literary  Fund,  in 
obedience  to  the  duty  imposed  upon  them  by  law,  respect- 
fully submit  the  following  report: 

The  receipts  of  this  corporation  for  the  year  ending  on 
the  1st.  jSTovr.  last,  have  been, 

The  amount  transferred  from  the  Agricultural  yearC.ip  * 
Fund  in  Feby.  1827  in  pursuance  of  an  act 

passed  in  1825 $  8,041.92^ 

Dividend  on  Newbern  Bank  Stock 2,692.50 

Do.          "  Cape  Fear     "          "      4,209.00 

Do.          "       "       "     Navigation  Company.  -120.00 

Tavern  Tax  for  1827 3.467.41 

Auction     "       553.65 

Land  Entries 4,300. 35|- 

Dividend  on  5  shares  of  State  Bank  Stock  be- 
longing to  the  Literary  Fund  in  June  1827  17.50 

$23,702.37 
Add  to  this  the  amount  due  the  fund  on  the 
1st  day  of  Xovr.  1826,  as  heretofore  reported.    12, 304.95 h 

Making  an  aggregate  of $36,007,324 

383 


384 


Second  Report  Literary  Board. 


Investment  of 
funds. 


Lottery  to  raise 
$50,000  a  failure. 


Of  this  amount  there  have  been  expended  and 

<  appropriated 

For  the  purchase  of  a  blank  book  to  keep  the 

accts    5.50 

For  78  shares  of  bank  stock  at  par 7,800.00 


Leaving  a  balance,  on  the  1st  Nov.  1827  of.  .$28,201.82$ 

At  a  meeting  of  the  Board  on  the  11th  Feby.  1827,  the 
Treasurer  was  directed  to  invest  the  amount  then  belong- 
ing to  the  Fund  in  stock  of  the  different  banks  of  this 
state,  at  certain  rates  designated  by  the  Board.  It  appears 
from  the  foregoing  account,  that  under  these  instructions, 
only  $7,800  was  invested.  Whether  the  neglect  to  invest 
the  rest  of  the  fund,  arose  from  the  severe  illness  with 
which  the  Treasurer  was  soon  afterwards  afflicted,  or  from 
his  inability  to  procure  the  stock  on  the  terms  prescribed 
by  the  Board,  or  from  any  other  cause,  the  Board  have 
now  no  means  of  ascertaining. 

By  an  Act  of  the  General  Assembly,  passed  in  the  year 
1826,  the  President  and  Directors  of  the  Literary  Fund 
were  authorized  to  raise  by  way  of  Lottery,  the  sum  of  fifty 
thousand  dollars ;  one  half  of  which  was  to  constitute  a 
part  of  the  Literary  Fund,  and  the  other  half  to  be  paid  to 
A.  D.  Murphey  Esq.  to  aid  him  in  his  intended  publication 
of  the  History  of  North  Carolina.  The  Board  regret  to 
state,  that  in  their  efforts  to  accomplish  the  objects  of  this 
act,  they  have  been  unsuccessful.  Letters  were  addressed 
to  the  principal  brokers  in  the  different  cities  of  the  United 
States,  who  had  been  engaged  in  purchasing  the  privilege 
of  lotteries,  inviting  from  them  proposals  for  the  one  au- 
thorized by  this  Act.  To  all  these  letters,  answers  were 
returned,  declining,  for  various  reasons,  to  make  any  pro- 
posals. The  Board  believing  that  this  was  the  mode  in 
which  the  Legislature  intended  that  the  authority  to  raise 
money  by  lottery  should  be  exercised,  and  unwilling  to  in- 
cur the  risk  and  responsibility  of  drawing  a  lottery  under 


Second  Report  Literary  Board.  385 

their  own  superintendence,  or  that  of  agents  appointed  by 
them,  without  the  special  direction  of  the  Legislature, 
have  declined  to  take  any  further  steps  in  this  business, 
If  the  General  Assembly  should  be  still  disposed  to  prose- 
cute this  plan,  it  is  respectfully  suggested  that  new  provi- 
sions should  be  added  to  those  contained  in  the  act  of  1826, 
and  such  as  will  readily  suggest  themselves  to  your  honor- 
able body,  to  inspire  public  confidence  and  prevent  abuses 
and  mismanagement  in  those  who  may  be  more  immedi- 
ately employed  in  the  direction  of  the  lottery.  Upon  this 
subject,  as  upon  every  other,  this  Board  will  cheerfully 
perform  any  duty  and  obey  any  instruction  that  you  may 
prescribe. 

The  President  and  Directors  of  the  Literary  Fund,  in  Defalcation  in  the 
common  with  their  fellow  citizens,  deeply  deplore  the  un- 
fortunate defalcation  in  the  Treasury  Department,  which 
has  been  recently  developed  and  exhibited  before  your 
committee  of  Investigation.  Much  as  it  has  affected  them 
from  its  peculiar  circumstances,  so  well  calculated  to  excite 
their  sympathy,  they  would  deplore  it  still  more  deeply, 
if  they  could  believe  that  it  would  have  any  influence  in 
retarding  the  execution  of  the  great  plan,  which  your  wis- 
dom has  conceived,  and  in  the  prosecution  of  which  they 
are  employed  as  humble  instruments.  In  the.  accomplish- 
ment of  this  plan,  the  ardent  wishes  of  every  benevolent 
mind,  the  hopes  of  every  intelligent  patriot  are  enlisted. 
Virtue  and  intelligence  are  the  only  sure  foundations  of  a 
republic,  and  in  proportion  as  you  enlighten  the  mind,  you 
add  new  incentives  to  virtue,  and  diminish  the  temptations 
to  vice.  The  Board  are  happy  to  believe,  as  the  result  of  Literarv  fund  saf6i 
the  anxious  inquiries  they  have  made  on  this  subject,  that 
there  will  be  no  necessity  for  any  encroachment  upon  the 
Literary  Fund  to  supply  the  temporary  deficiency  in  the 
general  funds  of  the  State.  They  beg  leave,  in  elucidation 
of  this  opinion,  to  offer  the  annexed  statement,  giving  a 
prospective  view  of  the  fiscal  concerns  of  the  state  for  the 
ensuing  vear.     From  this  it  will  be  seen  that  all  the  ordi- 


386  Second  Report  Literary  Board. 

nary  expenditures  of  the  government  can  be  met  without 
at  all  interfering  with  the  specific  appropriations  hereto- 
fore made  by  the  Legislature.  While  however  they  feel 
pleasure  in  presenting  this  prospect,  they  assure  the  Gen- 
eral Assembly  that  they  will,  in  directing  investments  of 
the  money  intrusted  to  their  management  take  especial 
care  so  to  act  as  not  in  the  slightest  degree  to  impede  the 
ordinary  disbursements  or  derange  the  ordinary  operations 
of  the  Treasury  Department. 
Answer  to  criticism  ^he  Board  having  no  further  recommendations,  &  no 
of  theXndagement  other  General  View  to  present  at  this  time  to  your  Hon- 
ourable Body,  might  here  close  their  report.  But  they 
feel  constrained  by  a  sense  of  duty  to  themselves,  and  of 
sincere  respect  for  those  under  whom  they  hold  their  ap- 
pointments, to  advert  to  the  unfortunate  misapprehension 
which  prevails  among  some  members  of  your  honourable 
body,  as  to  the  manner  in  which  the  duty  of  this  board  has 
been  performed.  Creatures  of  your  will,  called  by  you  to 
the  performance  of  responsible  duties,  without  other  reAvard 
than  that  which  the  Patriot  feels,  in  the  consciousness  of 
contributing  to  the  welfare  of  his  country,  with  no  possible 
interest  to  lead  them  astray,  they  had  hoped,  that  even  if 
they  erred  in  judgment,  the  veil  of  charity  would  be  cast 
over  their  errors.  If  they  have  received  the  censure  of 
any  one,  they  are  willing  to  attribute  it  to  that  jealousy  of 
persons  entrusted  with  the  management  of  monied  affairs, 
which  recent  circumstances  have  tended  so  highly  to  ex- 
cite ;  and  to  the  want  of  that  patient  investigation  of  facts 
and  of  that  cool  process  of  reasoning,  which  the  mind  in  its 
moments  of  irritation  is  unable  to  bestow ;  but  which  is 
absolutely  necessary  to  bring  it  to  correct  conclusions.  It 
mi.    .  „       is  said,  1st.     That  the  whole  fund  for  common  schools, 

The  charges  all  7  ' 

unfounded.  amounting  to  twenty  eight  thousand  dollars  and  upwards 

has  been  lost.  2ndly.  That  the  President  and  Directors 
of  this  fund  were  censurable,  for  not  taking  bond  from  the 
persons  entrusted  with  the  keeping  of  their  monies.     And. 


Second  Report  Literary  Board.  387 

thirdly,  That  the  deficiency  in  this  fund  could  not  be  cov- 
ered by  any  bond,  which  has  been,  or  should  have  been 
given  by  the  late  Treasurer  as  Treasurer  of  the  State.  The 
Board  believe,  that  a  little  reflection,  will  convince  every 
one,  that  none  of  these  propositions  are  well  founded.  1st 
as  to  the  loss  of  the  fund  set  apart  for  common  schools. 
Whether  a  loss  has  been  sustained  by  any  part  of  this  fund  as  to  whether  any 
or  not,  as  it  was  mixed  in  the  hands  of  the  public  Trea-  been°iostnf 
surer,  with  the  general  funds  of  the  state,  can  only  be  de- 
termined, by  ascertaining  when  the  Defalcation  in  the 
Treasury  occurred,  and  when  the  sums  appropriated  to  the 
Literary  Fund  came  into  the  possession  of  the  Treasurer  ? 
It  is  well  known  that  the  act  establishing  this  fund  was 
passed  at  the  session  of  1825.  The  Board  having  here- 
unto annexed  a  statement,  taken  from  the  official  records 
of  the  Treasury,  by  which  it  appears  that  the  first  monies 
transferred  by  the  Treasurer  under  this  act  were  trans- 
ferred on  the  31st  October  1826.  By  far  the  larger  part 
of  the  sum  belonging  to  this  fund  has  been  received  since 
that  period.  It  seems  to  have  been  the  opinion  of  your 
committee  of  Investigation,  and  that  opinion  appears  to 
this  Board  to  be  supported  by  strong  circumstantial  evi- 
dence, that  the  defalcation  in  the  Treasury,  from  what- 
ever cause  it  proceeded,  must  have  occurred  before  the  31st 
of  October  1826,  which  was  the  close  of  a  fiscal  year.  If 
this  opinion  be  correct,  it  follows  as  a  necessary  conse- 
quence, that  the  money  lost  or  withdrawn  from  the  Treas- 
ury, must  have  belonged  to  some  other  than  the  Literary 
Fund,  which  then  had  no  existence.  The  Board  believe 
that  this  simple  exposition  and  comparison  of  facts  satis- 
factorily show,  that  whatever  may  be  the  deficiency  in  the 
Treasury,  no  part  of  the  sum  lost  or  abstracted  can  be 
properly  chargeable  to  the  fund,  the  Investment  of  which 
was  entrusted  to  their  care.  They  confidently,  however, 
indulge  the  hope  that  the  deficiency  is  merely  temporary. 
and  that  the  State  will  sustain  no  ultimate  loss  in  any  of 


taken. 


388  Second  Report  Literary  Board. 

its  funds.  Other  views  might  be  presented  on  this  subject, 
which  the  Board,  for  the  sake  of  brevity,  forbear  to  urge ; 
and  they  therefore  proceed  to  remark  upon  the  second 
proposition,  that  they  ought  to  have  taken  bond  from  the 
person  to  whom  they  entrusted  the  monies  appropriated  to 
why  no  bond  was  the  Literary  fund.  Upon  this  subject,  the  Board  can 
only  say,  that  upon  an  attentive  consideration  of  the  act, 
to  which  they  owe  their  existence,  and  which  prescribes  and 
limits  their  powers  and  duties,  they  could  perceive  no  au- 
thority vested  in  them  to  require  bonds  from  any  one.  The 
act  while  it  makes  the  treasurer  of  the  State,  ex  officio,  a 
member  of  the  Board,  and  directs  him  to  keep  all  their 
accounts,  gives  them  no  authority  to  appoint  a  Treasurer 
of  their  own,  nor  to  withdraw  the  fund  from  the  Public 
Treasury,  except  for  the  single  purpose  of  investing  at 
their  discretion  in  some  productive  stock,  with  a  view  to 
its  accumulation,  until  it  should  become  sufficient  for  the 
ultimate  object  of  its  appropriation.  For  this  purpose, 
and  this  alone,  the  Board  believe,  they  were  constituted 
the  special  agents  of  the  State.  Would  they  not  have  been 
justly  censurable,  if,  because  the  legal  right  to  this  fund 
was  vested  in  them,  for  the  sake  of  its  more  convenient 
management,  they  had  withdrawn  it  from  the  hands  of 
the  person  to  whom  was  confided,  by  the  choice  of  the 
immediate  representatives  of  the  people,  the  custody  of 
the  Public  Money  of  the  State,  and  had  taken  it  into  their 
own  possession,  or  had  given  it  in  charge  to  one  appointed 
by  themselves  and  responsible  only  to  them  ?  As  to  the 
3rd  proposition,  even  if  it  were  true  in  principle,  the  board 
can  not  understand  how  it  is  to  affect  them.  If  the  true 
construction  of  the  act  of  1825  be  as  they  have  endeavored 
respectfully  to  show,  that  they  had  no  authority  to  draw 
this  fund  from  the  Treasury  into  which  it  must  originally 
be  paid ;  but  for  the  purpose  of  investing  it  into  stock,  it 
must  necessarily  remain  in  the  hands  of  the  Treasurer,  as 
Public  Treasurer,  until  such  investment  is  made  or  di- 


Second  Report  Literary  Board.  389 

rected  by  them.  If  the  Legislature  whose  province  it  is,  The  bond  of  the 
have  failed  to  make  it  a  condition  of  his  bond,  that  he  thesifetyofthe  0I 
should  account  for  this  money,  they  and  not  the  Board, 
who  had  no  authority  to  require  any  bond,  are  responsible. 
But  as  the  Board  believe  the  opinion  here  alluded  to,  to  be 
erroneous,  they  briefly  state  that  according  to  their  views, 
the  money  appropriated  to  this  corporation  must  be  re- 
ceived into  the  Public  Treasury  and  there  kept  until  this 
Board  in  their  discretion  shall  direct  its  investment ;  that 
the  duty  of  safely  keeping  this  money  is  as  strongly  en- 
joined by  law  upon  the  Public  Treasurer  as  that  of  keeping 
any  other  money  of  the  State ;  that  by  the  condition  of  the 
bond  of  the  Public  Treasurer,  as  prescribed  by  the  act  of 
1801,  is,  that  he  shall  faithfully  account  for  the  public 
money  and  perform  the  several  duties  appertaining  to  his 
office  as  Public  Treasurer,  that  the  duty  of  keeping  the 
Literary  Fund  was  one  imposed  upon  him  in  his  official 
capacity  as  Public  Treasurer ;  and  that  even  if  the  bond 
of  this  officer  had  been  given  before  such  duty  was  as- 
signed yet  it  has  been  determined  by  the  Supreme  Court, 
that  when  a  public  officer  gives  bond  for  the  faithful  dis- 
charge of  his  duties,  the  condition  embraces  future  duties 
which  may  be  superadded  by  the  Legislature.  The  Board 
therefore  have  no  doubt,  that  even  if  a  loss  had  occurred  in 
the  Literary  Fund  by  the  default  of  the  Treasurer  before 
an  actual  appropriation  and  investment  of  the  money  had 
been  made,  such  would  have  been  embraced  by  the  Bond  of 
the  Treasurer.  And  in  this  opinion  they  are  happy  to 
find  that  they  have  the  concurrence  officially  expressed  of 
the  able  Attorney  General  of  the  State. 

The  Board  will  prolong  their  report  no  further  than  to 
express  their  deep  regret  that  this  exposition  of  their  views 
should  have  been  rendered  necessary,  and  to  offer  as  an 
apology  for  the  late  period  at  which  this  communication  is 
made,  the  long  vacancy  that  existed  in  the  Treasury  De- 
partment, and  the  pressing  duties  which  have  devolved  on 


390  Second  Report  Literary  Board. 

the  present  incumbent  since  his  appointment  to  that  office. 
They  have  the  honor  to  be, 

With  the  highest  consideration, 
Your  Obt,  Servt. 

Ja.  Iredell, 
Prest.  of  the  IAterary  Fund. 
Ealeigh,  5th  Jany.  1828. 

STATEMENT. 

Probable  condition      ^~  D1*ief  view  of  what  the  condition  of  the  Treasury  of 

of  treasury  1828.         ^    g^    ^jjj    probably    be    0R    tbe    lst    July    and    fae    1gt 

Novr.  1828. 

Deposits  in  Banks  1827 

In  the  Bank  of  Newbern $30,445.03 

In  the  State  Bank 25,190.85 

In  the  Bank  of  Cape  Fear 20,155.15 

In  Bank  Notes    80.00 

In  Treasury  notes  fit  for  circula- 
tion        9,616.80       85,487.83 

Bank  Dividend  receivable  Decbr. 
1827.   In  the    State   Bank,   2762 

shares,  3  pr.  ct 8,286 

In  the  New  Bank,  1663  shares  3 

pr.  ct 4,989 

In  the  Ca.  Fr.  Bank,  2062  shares, 

2  pr.  ct 4,124 

In  the   State  Bank,    (L.   F.)    78 

shares,  3  pr.  ct 234 

Div.  on  part  of  this  stock  of  June 

1827   17.50       17,650.50 

The  Dividends  on  stock  of  June, 
is  estimated  to  be  about  the 
same  as  of  Decbr.  1827 17,650.50 

120,788.83 


Second  Report  Literary  Board.  391 

Supposed  receipts  for  vacant  land, 

1828    4,000.00 

Supposed    receipts    for    Cherokee 

lands 5,000.00 

To  dividends  of  Ca.  Fear  Nav.  Co  840.00 


Receipts  up  to  1st  July  1828 $130,628.83 

General  Statement  of  the  Treasury  as  to  probable  re- 
ceipts and  expenditures  up  to  1st.  July  1828. 

General  Receipts $130,628.83 

Probable  disbursements  to  1st  July  1828 

Legislature $36,000 

Executive  Department    1,231 

State  Department    750 

Treasury  Department   1,250 

Comptroller's  Department    600 

Adj't  Gen 200 

Public   Printer    450 

Judiciary   1,200 

Bal.  Buncombe  Turn.  Co 250 

Div.  on  deferred  St.  Bk.  Stock.  .  .      3,356 

Pensions 1,200 

Geological  Survey 250 

Supposed  appropriation  to  be 
made  for  the  sale  and  finishing 
the  survey  of  Cher,  lands  ....       2,000 

Other  contingent  expenses 1,000  60,537 


70,091.83 

Deduct  for  cash  paid  for  disburse- 
ments since  1st.  Novr.  1827  to 
1st  Jany.  1828  including  sala- 
ries  to    Judiciary   for   the  last 

fall  and  all  arrearages 8,000.00 

Deduct  other  appropriations  for 
this  session. 

Extra  printing  supposed  to  be.  .  .         250.00 


392  Second  Report  Literary  Board. 

Other  charges    500.00 

Cape  Fear  appropriation 6,230.00       14,980.00 

Supposed  to  be  in  the  Treasury 

1st  July  1828 $  55,111.83 

To  be  applied  to  the  use  of  Internal  Improvements  or 

the  Lity.  Fund. 

Balance    supposed    to  be    in    the 

Treasury  1st.  July  1828 $  55,111.83 

Probable  receipts  after  1st.  July 

&  before  1st  Nov.  1828. 

From  Sheriffs,  for  taxes $67,000 

Auctioneers'  tax    450 

Tax  on  Newbern  Bank 6,337 

Tax  on  Cape  Fear  Bank 5,938  79,725.00 

Deduct  from  this  amount  the  half 

year's  expenses $134,836.83 

For  Civil  list  from  July  to  Nov. 

1828   24,537.00 

Bal.   in  the  Treasury    1st.    Nov. 

1828   $110,299.83 

Of  this  amount  there  is  appropri- 
ated for  Lity.  Fund 38,245.50 

Of  this  amount  there  is  appropri- 
ated for  In.  Imp 40,451.00 

In  both  Funds  on  1st.  Novr.  1828  78,696.50 

31,603.33 

From  this  sum  deduct  for  salary  paid 

Engineer  in  Deer.  1827   1,175 

Deduct  for  expenses  till  Novbr.  .  .         500 

Deduct  for  Half  year's  salary.  .  .      1,000  2,675.00 

Balance  in  the  Treasury  1st  Nov.  1828 28,928.33 


Second  Report  Literary  Board.  393 

The  amount  of  the  Literary  Fund  stated  above  is  com- 
posed of  the  following  items  heretofore  appropriated : 

Amount  on  hand $28,184 

Receipts  for  vacant  lands  in  1S28 4,000 

Dividends  on  ISTav.  Co.  Stock  2  dividends.  .  .  840 

Dividends  on  2sTew  Bk.  Stock  at  Deer.  1827.  .  1,077 

Dividends  on  Few  Bk.  Stock  at  June  1828.  .  1,077 

Dividends  on  Cape  Fear  Stock  at  Deer.  1827.  1,048 

Dividends  on  Cape  Fear  Stock  at  June  1S28 .  1,048 

Dividends  on  78  St.  Bk.  Stock  3  pr.  ct 234 

Dividends  on  Bank  stoek  in  June  1827  17.50 


$38,245.50 

The  amount  of  the  Internal  Improvement  Fund  is  com- 
posed of  the  following  receipts, 

Amount  now  on  hand 22,195 

Receivable  for  Cherokee  lands 5,000 

Newbern  Bank  Stock  dividends  Deer.  1827.  .  ■     3,912 

Same  Bank  Stock  dividends  June  1828 3,912 

Bank  of  Cape  Fear  dividends  Deer.  1827.  .  .  .  2,716 

Same  Bank  June  1828 2,716 


$40,451 

Statement  of  the  different  periods  at  which  the  money 
constituting  the  Literary  Fund  was  received  into  the 
Treasury. 

1825. 
Oct.   31.  Dividends  on    16    shares    jSTewbern 
Bank     stock,     declared     January 

1826    $      62. 

Dividend    on    205    shares  ISTewbern 

Bank  stock  declared  July  1826.  .         820. 
Dividend    on    235    shares  of    Cape 
Fear   Bank  stock  declared  Jany. 
1826   705. 


394  Second  Report  Literary  Board. 

Oct.   31.  Dividend  on  417  shares  Cape  Fear 

Bank  stock  declared  July  1826.  .      1,255. 
Tavern  &  Retailers'  tax  received  this 

day 4,109.84 

Auction  tax  received  this  day 741.04 

Land  entries  for  the  year  ending  this 

day   4,614.07^ 

1827 
Feby.   5.  Agricultural   fund   transferred  this 

day    $  8,041.92! 

Oct.   31.  Dividends  on  359  shares  of  JSTewbern 

Bank    Stock    declared    in    Jany. 

1827   1,436. 

Dividends  on  359   shares  ISTewbern 

Bank  stock  declared  in  July  1827     1,256.50 
Dividends  on  699  shares  Cape  Fear 

Bank    stock,    declared    in    Jany. 

1827    2,079. 

Dividend  on  704   shares    of    Cape 

Fear  Bank  stock  declared  in  July 

1827    2,112. 

Dividends  on  150  shares    of    Cape 

Fear  Nav.  Company  stock 420.00 

Tavern  Tax  received  this  day 3,467.44 

Auction  Tax  received  this  day.  .  .  .         553.65 
Land  entries  for  the  year  ending  this 

day    4,300.35^ 


$35,989,821 

The  sum  of  $17.50,  the  amount  of  a  dividend  declared 
in  June  1827,  on  Five  shares  of  State  Bank  stock,  belong- 
ing to  the  Literary  Fund,  were  never  paid  into  the  Treas- 
ury, but  remain  in  deposit  in  that  Bank  to  the  credit  of 
the  President  and  Directors. 

Having  no  other  business  before  them,  the  Board  then 
adjourned  sine  die.  Jno.  K.  Campbell,  Secretary. 

— From  MS.  Records  Literary  Board. 


13.    EDITORIAL  COMMENT  ON  REPORT  OF  LITERARY 
BOARD. 

We  publish  in  our  paper  of  today,  two  very  interesting  Importaneeofthe 
reports,  the  one  of  the  President  and  Directors  of  the  Lit  onnternaieim°ard 
erary  Fund,  and  the  other  of  the  Board  of  Internal  Im-  utera^Fund. 
provements.     The  subjects  embraced  in  these  reports  are 
fraught  with  interest  to  the  whole  community,  for  with 
their  success  is  identified  the  prosperity  of  the  State,  both 
in  her  moral  and  physical  improvements. — To  cherish  the 
education  of  her  youth,  and  to  promote  the  improvement 
of  her  territory,  is  the  imperious  duty  and  highest  interest 
of  the  State.     These  are  the  first  steps  in  ascending  to 
that  pinnacle  of  greatness  which  will  consummate  her  inde- 
pendence, her  honor  and  her  happiness. 

But  however  much  we  may  feel  concerned  in  the  im- 
provement of  the  face  of  the  country,  our  feelings  at  pres-  ?Ior,e  interested  in 

r  J  '  °  L  intellectual  lm- 

ent  are  more  warmly  enlisted  on  the  subject  of  intellectual  {£e^n^rovementm 
improvement  as  contemplated  in  the  former  of  these  re- °ountr^.ce  °f  the 
ports.  It  affords  us  more  than  ordinary  pleasure  to  be- 
hold in  prospect,  thro'  that  able  report,  at  no  very  distant 
period,  a  system  of  education  established,  conformably  to 
the  design  of  the  Constitution,  suitable  to  the  present  con- 
dition of  society ;  so  that  the  poor,  who  form  no  small  por- 
tion of  our  citizens,  may  be  afforded  the  means  of  teaching 
their  children  to  read  at  least  the  history  of  their  own 
country,  to  understand  the  principles  on  which  her  free  in- 
stitutions are  based,  and  the  part  they  are  to  perform  in 
supporting  them. 

That  view  which  is  presented  of  the  subject  in  the  re- 
port, we  humbly  conceive,  proceeds  from  a  sound  and  en-  ^portof \he  ut 
lightened  judgment.  We  speak  not  the  language  of  syco-  eMr> 
phantic  flattery.  The  subject  has  too  strong  a  hold  on 
our  feelings,  to  elicit  only  the  high  sounding,  but  empty 
expressions  of  compliment.  We  are  led  to  these  remarks 
from  other  motives  than  the  mere  paltry  desire  to  concili- 
ate  individual   favor — they   flow   from   the   deep   concern 

395 


396  Comment  on  Report  Literary  Board. 

which  presides  in  our  bosoms  for  the  general  welfare  of 
the  State,  of  which  we  are  proud  to  boast  our  citizenship. 
We  long  to  see  those  views  realized.  It  would  contribute 
more  to  the  preservation  of  our  liberties  than  the  erection 
of  fortifications,  or  the  establishment  of  armies.  What  are 
fortifications  without  patriotic  and  virtuous  soldiers  to  de- 
fend them  ?  and  what  are  armies  without  enlightened  offi- 
Knowiedge  eie-      cers  to  command  them  ?     Knowledge  elevates  man,   and 

vates  men ;  quotes  ,  .  . 

Bacon.  gives  him  a  consciousness  of  the  freedom  of  the  mind,  and 

enlarges  the  empire  of  its  dominion.  In  this  opinion  we 
are  not  alone.  Among  the  host  of  authorities  that  might 
be  adduced,  we  mention  only  the  expression  of  the  emi- 
nent Bacon,  in  whose  sentiment  the  enlightened  will  read- 
ily concur- — He  has  said  'That  man  is  but  what  he  knows.' 
What  is  it  that  enlightens  the  understanding,  corrects  the 
judgment,  regulates  the  affections,  refines  the  taste,  and 
improves  the  manners  ?  What  is  it  that  raises  man  from 
the  vilest  barbarism  to  the  highest  state  of  refined  civiliza- 
tion ?  It  is  knowledge.  And  the  foundation  for  acquiring 
the  most  extensive  knowledge  may  be  laid  in  "the  rudi- 
ments of  a  common  plain  education." 

a  nttie  learning  And  yet  there  are  some  who  imbibe  and  propagate  the 

not  a  dangerous  .  .. 

thing.  stale  sentiment  of  the  poet,  that     a  little  learning  is  a 

dangerous  thing;"  and  some  there  are  to  whom  knowledge 
is  hateful  for  its  own  sake.  With  the  latter  class  we  wish 
to  have  nothing  to  do.  "Owl-like  beings,  creatures  of 
darkness,"  let  them  rest  in  their  favorite  nooks,  and  de- 
light themselves  with  the  shades  of  night.  But  with  the 
former  class,  whose  organs  fit  them  for  the  radiance  of 
noon-day,  we  beg  to  make  a  brief  remark.  Indifferently 
educated  men,  say  they,  are  more  apt  to  have  crude  notions 
than  men  not  educated  at  all.  If  it  be  meant  by  this,  that 
a  smattering  in  many  branches  of  knowledge,  without  a 
competent  acquaintance  with  either,  is  a  little  learning — is 
indifferent  education,  we  have  no  hesitation  in  admitting 
the  correctness  of  the  sentiment,  but  if  we  are  to  under- 


Comment  on  Report  Literary  Board.  397 

stand  them  as  meaning  that  erroneous  views  of  things  is 
the  result  of  heing  well  taught  in  only  a  few  of  those 
things  of  which  a  knowledge  may  be  acquired,  then  we 
deny  the  position.  A  man  who  "is  ever  learning,"  and 
yet  never  "knows  anything  as  he  ought  to  know  it,"  will 
have  his  understanding  confounded  and  his  senses  be- 
wildered ;  but  are  the  same  effects  likely  to  be  produced 
by  a  small  degree  of  knowledge  properly  obtained  ?  Does 
the  man  who  learns  the  English  Grammar  have  a  worse 
idea  of  the  Latin  on  that  account  ?  or  does  a  knowledge  of 
Geography  cause  one  to  err  fatally  in  his  conjectures  of 
Astronomy  ? 

We  think  that  a.  proper  attention  to  this  subject  will  set    „  ,_    1J1 

*-       L  d  All  should  hasten 

it  in  the  most  favorable  light ;  and  we  do  sincerely  hope  th 
that  the  Legislature  and  every  individual  in  the  com- 
munity will  simultaneously  put  forward  their  strength  in 
hastening  that  era  of  universal  day — when  all,  from  the 
son  of  the  wealthy,  who  burns  the  college  lamp,  to  the 
plough-boy,  who  carols  his  rustic  notes  in  the  field,  may  be 
enlightened.  In  such  an  event,  North- Carolina  will  yet 
form  as  bright  a  star  as  any  that  sheds  lustre  on  the  Amer- 
ican banner. 

—The  Star,  Feb.  2,  1827. 


.son  will  be  en- 
lightened. 


U.    SPIEIT  OF  ECONOMY  AND  INDIVIDUALISM. 

The  House  of  Commons  rejected  a  resolution  to  place 
the  Canova  Statute  of  Washington  on  rollers,  so  as  remove 
it  easily  from  the  capitol  in  case  of  fire.  This  statue  was 
destroyed  in  1831,  by  fire. 

— See  House  Journal,  1827-28,  p.  169. 

The  House  of  Commons  rejected  a  resolution  to  place  a 
Willard  clock  in  Commons  Hall. 

— See  House  Journal,  1827-28,  pp.  173  and  17 If-. 

The  House  of  Commons  refused  to  adjourn  for  Christ- 
mas day,  hut  afterwards  reconsidered  and  adjourned. 

— See  House  Journal,  1827-28,  pp.  203  and  205. 

House  of  Commons  rejected  a  resolution  requesting  the 
Secretary  of  War  to  have  a  railroad  surveyed  from  New- 
bern  to  Raleigh  and  thence  into  the  western  counties. 

— See  House  Journal  1827-28,  258. 


398 


1828 

1.  PLAN  FOR  THE  EDUCATION  OF  TEACHERS. 

2.  GOV.  IREDELL'S  MESSAGE  ON  EDUCATION. 

3.  INTERNAL  IMPROVEMENTS  REMEDY  FOR  EMIGRATION. 
3.  THIRD  REPORT  OF  THE  LITERARY  BOARD. 

5.  DOMESTIC  INDUSTRY  AND  ECONOMY. 

6.  ASSEMBLY  COMMITTEES  ON  EDUCATION. 

7.  SENATOR   McFARLAND'S   BILL  TO   EDUCATE   POOR   CHIL- 

DREN. 

8.  HOUSE  RESOLUTIONS  ON  EDUCATION. 

9.  HOUSE  REPORT  ON  EDUCATION. 

10.  PROCEEDINGS  OF  LITERARY  BOARD. 


399 


1.  PLAN  FOE  THE  EDUCATION  OF  TEACHEES. 

calls  attention  to         We  would  call  the  attention  of  our  readers,  and  espe- 

the  plan  of  a  cor-         _  _  '  x 

respondent.  cially  of  those  who  will  compose  a  portion  of  our  approach- 

ing General  Assembly,  to  a  well-written  Essay  which  ap- 
pears in  today's  Register,  on  the  subject  of  Common 
Schools — a  theme  on  which  much  has  hitherto  been  said, 
but  for  the  establishment  of  which  nothing  has  yet  been 
done  (except  the  formation  of  a  Literary  Fund  of  some 
considerable  amount.)  for  want  of  an  approved,  well  di- 
gested Plan.  The  writer  of  this  Essay  offers  a  plan,  which 
we  think  worthy  of  the  consideration  of  the  Legislature. 

— Raleigh  Register ,  Oct.  1%,  1828. 

To  the  Members  of  the  approaching  Session  of  the  Legis- 
lature of  North  Carolina. 
Everybody  admits       It  is  not  deemed  necessary  in  this  enlightened  age,  to 

the  importance  of  .  ,.,.  „     ,  ,  i-i  1 

a  system  of  educa-  enter  into  an  elucidation  of  the  advantages  which  would 

tion  ;  plan  for  the  ° 

poor  the  principal   result  from  a  well  regulated  system  of  public  education. 

question.  j^y[}  or  at  least  all  who  possess  common  intelligence,  admit 

that  nothing  would  more  contribute  to  the  respectability 
and  prosperity  of  the  State,  than  the  dissemination  of 
learning  among  its  inhabitants.  The  principal  question, 
then,  to  be  considered,  is  the  "modus  operandi,"  in  what 
manner  the  blessings  of  education  can  be  best  disseminated 
among  the  common  and  poorer  classes  of  society,  and  how 
the  least  amount  may  be  expended,  for  this  purpose,  so  as 
to  produce  the  greatest  possible  benefit.  As  there  has 
always  existed  a  great  variety  of  opinions  on  this  subject, 
so  we  find  a  number  of  different  methods  pursued  to  attain 
the  same  desirable  end.  In  some  of  the  States,  common 
Schools  are  supported  out  of  the  proceeds  of  what  is  called 
the  School  fund ;  in  others,  annual  appropriations  are 
made  for  this  purpose  by  the  Legislature.  But,  as  yet, 
North  Carolina  may  be  said  to  have  done  almost  nothing 

400 


Plan  to  Educate  Teachers.  401 

in  the  advancement  of  so  desirable  an  object  as  the  estab- 
lishment of  such  a  system  of  public  education,  as  might 
extend  its  advantages  through  all  classes  of  society.     It  is  university  expen- 

00  «/  sive;  Literary 

true,  she  has  established  and  liberally  endowed  a  Univer-  Fundsmaii. 
sity,  which  is  a  source  of  much  credit  to  her,  but  the  ex- 
penses attendant  on  the  reception  of  an  education  there, 
are  such  as  to  prohibit  all,  except  the  comparatively 
wealthy,  from  obtaining  such  a  one  as  it  affords. — It  is 
also  true,  she  has  established  a  "literary  fund,"  but  such  is 
the  slow  process  made  in  the  increase  of  its  amount;  and 
the  obstructions  attending  its  application  to  the  proposed 
object  so  great,  that  in  all  probability,  many  years  will 
elapse  before  its  beneficial  results  will  be  felt  by  the  peo- 
ple. It  is  for  these  reasons  that  it  is  thought  proper  to 
submit  to  your  consideration  a  Plan,  which  seems  to  hold 
out  a  speedy  prospect  of  realizing  the  benefits  of  public 
education,  and  yet  not  be  attended  with  such  an  increase 
of  the  public  tax  as  to  render  it  burdensome  to  the  people. 
It  is  but  just  to  remark,  that  the  following  plan  was,  in 
some  measure  suggested  by  the  remarks  of  Mr.   Potter,  Plan  suggested 

i  _e  ^1-i-it-t  t     -1       -1     •      •     similar  to  that  of 

made  a  iew  years  back  in  the  Legislature.  Indeed,  it  is  Robert  Potter. 
a  matter  of  some  surprise,  that  the  plan  he  then  proposed, 
did  not  receive  a  more  mature  consideration  from  the  Leg- 
islature, but  it  is  supposed  that  it  may  be  attributed  to  the 
violence  of  personal  invective  with  which  he  clothed  some 
part  of  his  remarks,  and  thus,  instead  of  calling  the  atten- 
tion of  the  House  to  the  real  subject  of  his  address,  un- 
necessarily raised  a  prejudice  against  his  proposition. 

It  is  suggested  for  the  promotion  of  the  object  now  Loan  of  1200 000 to 
under  consideration,  that  you,  at  the  approaching  session  earry  0llt  plan- 
of  the  Legislature,  appoint  a  Committee  to  contract  for  a 
loan,  to  be  made  before  the  1st  Jan'y,  1830,  on  the  credit 
of  the  State,  of  two  hundred  thousand  dollars.  Turn  not 
away  with  alarm,  at  the  mere  mention  of  this  large  sum, 
but  endeavor  to  restrain  your  feelings  until  you  have  been 

26 


402  Plan  to  Educate  Teacheks. 

informed  how  it  is  to  be  paid,  and  for  what  object,  and  in 
what  manner  it  is  to  be  applied. 
Details  of  the  plan;      There  is  little  doubt  but  that  this  sum  could  be  obtained 

repayment  of  the  _ 

loan-  from  capitalists  at  the  rate  of  three  and  a  half  or  four  per 

cent,  interest  per  annum :  but  for  the  sake  of  not  making 
our  calculation  too  small,  we  will  say  four  per  cent.  The 
interest,  then  of  the  two  hundred  thousand  dollars  pro- 
posed to  be  borrowed,  would  annually  amount  to  eight  thou- 
sand dollars,  for  the  payment  of  which,  together  with  the 
gradual  liquidation  of  the  whole  debt,  the  following  plan 
is  proposed.  That  the  payment  of  the  original  amount 
borrowed,  $200,000,  be  made  at  four  different  periods, 
regular  intervals  of  time  intervening,  say  $50,000  in  1835  ; 
$50,000  in  1840;  $50,000  in  1845;  and  $50,000  in  1850: 
That  to  secure  these  payments  an  annual  sinking  fund  of 
$10,000  be  established,  to  which  such  appropriations  shall 
be  added,  as  may  be  necessary  from  time  to  time,  for  the 
payment  of  the  interest. 

According  to  this  plan,  the  payments  would  be  provided 
in  the  following  manner : 

1st,  Appropriated  by  the  Legislature,  1st  year, 

1830   $  9,000 

2d.   Otherwise  provided,    method  will    be  after- 
wards  explained    9,000 

1st.  As  above — 2d  year,  1831    12,000 

2d.  As  above 6,000 

1st.  As  above— 3d  year,  1832   15,000 

2d.  As  above   3,000 

In  the  4th  and  5th  years,  1833  and  4,  the  appropriation 
by  the  Legislature,  will  amount  to  $18,000  by  this  means, 
against  the  year  1835,  the  annual  interest,  together  with 
$50,000  of  the  original  debt  will  be  paid. 

During  the  five  succeeding  years  of  1835,  6,  7,  8,  and 
9,  the  annual  appropriation  will  amount  to  $16,000,  to 
provide  for  the  payment  of  the  interest  of  the  loan  now  re- 


Plan  to  Educate  Teachers.  403 

duced  to  $150,000,  and  the  $16,000  of  the  annual  sinking 
fund. 

By  the  year  1840,  another  payment  of  $50,000  will  be 
made,  reducing  the  original  debt  to  $100,000,  so  that  the 
annual  appropriation  for  the  next  succeeding  five  years 
will  amount  to  $14,000. 

The  original  debt  being  then,  say  1845,  reduced  to 
$50,000,  the  annual  appropriation  will  be  decreased  to 
$12,000,  and  thus  in  1850,  the  whole  debt  will  be  liqui- 
dated. 

If  you  have  followed  us  through  this  tedious  calcula-  How  the  money  is 

i-i  •  to  be  spent. 

tion,  by  winch  we  have  provided  for  the  loan  and  payment 
of  $200,000,  your  curiosity  will  be  excited  to  know  in 
what  manner  we  are  to  dispose  of  this  large  amount.  We 
will  endeavor  to  gratify  this  curiosity,  and  will  be  more 
than  repaid,  should  you  fortunately  coincide  with  the 
views  expressed.  It  is  proposed  that  the  $200,000  bor- 
rowed as  above  stated,  be  placed  in  a  Loan  Office,  estab- 
lished in  the  Treasury,  and  regulated  by  the  usual  bank- 
ing system,  or  be  deposited  in  some  reputable  bank,  as  your 
better  judgment  may  direct.  Although  we  do  not  profess 
to  be  well  acquainted  with  the  banking  system  and  its 
profits,  yet  we  feel  little  hesitation  in  saying,  that  by  either 
of  these  methods  it  would  secure  a  clear  income  of  6  per 
cent  per  annum,  which  would  amount  to  $12,000.      It  is  Twenty  poor  young 

.  lii  r  men  to  be  educated 

farther  proposed,  that  at  the  commencement  of  the  sum- at  university ;  to 

.  .  .  enter  1830. 

mer  session  of  the  University  of  North  Carolina,  in  1830, 
twenty  poor  young  men,  who  have  prepared  themselves  for 
joining  the  Freshman  Class,  but  whose  parents  are  unable 
to  assist  them  in  the  farther  prosecution  of  their  studies, 
be  admitted  into  the  University,  and  supported  out  of  the 
income  of  $12,000  above  mentioned,  that  the  young  men 
shall  present  their  recommendations  to  a  committee  ap- 
pointed for  the  purpose  of  deciding  the  choice  to  be  made 
out  of  all  such  as  shall  apply  for  admission,  and  that  they 
(the  twenty)   shall  only  be  admitted  into  the  University 


404 


Plan  to  Educate  Teachers. 


To  teach  two  or 
three  years  after 
graduation. 


Twenty  more  poor  such  cases,  a  salary  of  $100. 

young  men  to  enter 

proposed,    at    the    succeeding 


in  1831,  and  the 
same  number  each 
succeeding  year; 
all  to  teach. 


Further  details  of 
the  plan. 


under  such  restrictions  and  conditions  as  you  may  deem 
proper.  It  is  especially  recommended  that  one  of  these 
conditions  shall  be  the  requisition  of  a  bond  with  good 
security  from  each  of  those  admitted,  that  he  should,  after 
graduating,  become  the  instructor  of  a  School  in  some  part 
of  the  State,  for  two  or  three  years,  on  such  terms  as  would 
be  sufficient  to  provide  him  with  wearing  apparel  and 
boarding,  say  when  boarding  is  furnished,  as  is  usual  with 

In  pursuance  of  the  plan 
Commencement,  in  1831, 
twenty  other  young  men  would  be  admitted  into  the  Uni- 
versity, under  the  same  conditions  and  restrictions,  and 
be  supported  in  the  same  manner  as  the  former,  and  so 
continue  admitting  twenty  every  succeeding  Commence- 
ment. We  feel  no  hesitation  in  asserting — indeed,  we 
know  from  actual  experiment,  that  a  young  man,  entering 
the  University  under  such  circumstances  as  those  above 
mentioned,  could  be  well  supported  on  one  hundred  and 
fifty  dollars  annually.  In  this  calculation,  the  tuition, 
which,  no  doubt  would  be  granted,  free  of  expense,  by  the 
Trustees  of  the  University,  is  not  included,  nor  clothing, 
which,  almost  without  exception,  would  be  willingly  fur- 
nished by  a  young  man  himself,  or  his  friends.  The  ex- 
pense, then,  of  twenty  young  men,  supported  at  the  Uni- 
versity, will  amount  for  the  first  year,  1830,  allowing  $150 
for  each,  to  $3,000.  This  amount  deducted  from  the 
$12,000  of  annual  income,  leaves  a  balance  of  $9,000, 
which  will  be  appropriated,  as  shown  in  the  statement 
above,  to  the  payment  of  the  interest  of  the  loan,  and  the 
increase  of  the  sinking  fund  for  1830.  The  succeeding 
year,  1831,  the  number  of  students  educated  out  of  the 
annual  income  of  $12,000  would  be  forty,  whose  expenses, 
according  to  the  statement  above  made,  would  amount  to 
$6,000,  leaving  $6,000  to  be  appropriated  in  the  same 
manner  as  the  $9,000  of  the  preceding  year.  In  1833 
the  number  of  students  would    be    sixty,    their  expenses 


Plan  to  Educate  Teachers.  405 

$9,000 — balance  to  be  appropriated  as  mentioned  in  the 
statement,  $3,000.  in  1834,  the  number  of  students 
would  be  eighty,  whose  expenses  would  take  up  the  whole 
amount  of  the  annual  income  of  $12,000.  In  this  year, 
too,  twenty  of  the  students — those  who  first  entered  the 
University — would  graduate,  and  proceed  to  the  perform- 
ance of  the  duties  required  by  their  bonds,  and  thus  be- 
come instrumental,  not  only  in  disseminating  the  improve- 
ment they  have  derived  from  a  liberal  education,  through- 
out the  country,  but  would  also  be  engaged  in  training  up 
others,  who,  in  their  turn,  would  become  students,  gradu- 
ates and  instructors. 

It  will  be  seen,  by  a  recurrence  to  the  circumstances  After  ism  eighty 

,       ,  ,  0  ,  _  _  .         .    -,  poor  young  men 

mentioned  above,  that  after  the  year  1834,  eighty  poor  win  be  in  school 

'  ■;  ...      each  year ;  twenty 

young  men  will  be  constantly  receiving  their  education  in  having  to  teach. 

the  University,  twenty  of  whom  will  annually  graduate — 

this  is  repeated  here,  in  order  that  you  may  keep  constantly 

in  view  the  importance  of  the  object  under  consideration. 

We  have  thus  endeavored,  in  as  plain  and  concise  a  Asks  candid  hear- 

manner  as  possible,  to  exhibit  to  you  the  plan  which  has  sons  of  wealthy  ' 

,...        •in!      men  wil1  not  enter 
been  the  sumect  of  our  thoughts,  and  which,  with  all  due  teaching profes- 

J  °        '  '  sion, 

deference,  is  now  submitted  to  your  better  judgment.  We 
trust,  however,  if  the  plan  should  not  meet  with  your  ap- 
probation, you  will  not  entirely  condemn  it,  until  after  a 
candid  examination  of  the  arguments  with  which  we  now 
proceed  to  support  a  measure  which  is  deemed  by  us  of 
vital  importance  to  the  future  welfare  and  respectability 
of  the  State.  The  young  men  who  now  receive  a  liberal 
education  in  this  State,  are  generally  the  sons  of  wealthy 
men.  Necessity,  therefore,  does  not  require,  and  inclina- 
tion seldom  leads  them,  to  undertake  the  tedious  occupa- 
tion of  "teaching  the  young  idea  how  to  shoot."     The  con-  Native  teachers 

„,'.,.',  .  .        .  now  jften  preach- 

seqnence  of  which  is,  that  m  most  cases,  the  instructors  ers  and  farmers 

also.     Foreigners 

m  our  higher   Schools  and  Academies   are  composed  of  unsatisfactory. 
Clergymen,   who   have,   besides,    their   pastoral    duties   to 
perform,  and  can  not,  therefore,  devote  their  time  exclu- 


406 


Plan  to  Educate  Teachers. 


This  plan  would 
furnish  many  ex- 
cellent native 
teachers. 


Degraded  condi- 
tion of  the  primary 
schools. 


sively  to  teaching.  We  recollect,  and  have  now  every 
reason  to  regret,  that  our  preparatory  education  was  re- 
ceived under  an  instructor,  who  followed  the  three  em- 
ployments of  pastor  of  a  church,  farmer  and  instructor ; 
and  we  have  reason  to  believe  such  "Caleb  Quotem"  kind 
of  men  are  found  all  over  the  State.  In  the  alternative 
of  not  employing  a  clergyman  as  instructor,  the  people  are 
conrpelled  to  depend  upon  foreigners,  with  whose  character 
and  qualifications  they  are  entirely  unacquainted,  and  who 
furnish,  by  the  very  circumstance  of  their  being  unsettled 
in  their  habitation,  a  prognostic  of  destitution  of  character, 
which  too  often  turns  out  true.  Were  the  plan  of  educat- 
ing twenty  young  men  annually  adopted,  if  they  were  re- 
quired to  teach  for  two  years — forty,  and  if  the  requisition 
extended  for  three  years,  sixty  of  these  young  men  would 
be  constantly  employed  in  the  schools  throughout  the  State. 
Being  natives  of  the  State,  depending  entirely  upon  their 
own  exertions  for  wealth  and  distinction,  and  furnished 
with  recommendations  according  to  their  qualifications,  by 
the  Faculty  of  the  University,  the  people  might  be  con- 
stantly furnished  with  able  instructors,  under  whose  care 
they  could  confidently  place  their  children.  But  if  we 
have  reason  to  lament  the  want  of  able  instructors  in  the 
higher  schools,  with  what  language  shall  we  express  our 
regret  at  the  degraded  condition  of  the  common  schools 
throughout  the  State.  If  we  visit  one  of  what  are,  in  the 
language  of  the  country,  called  "Old  Field  Schools,"  we 
shall  find  a  collection  of  children,  most  of  whom  are  at 
that  tender  age,  when 

"The  mind  impressible  and  soft,  with  ease 
Imbibes  and  copies  what  she  hears  and  sees, 
And  thro'  life's  labyrinth  holds  fast  the  clew 
That  Education  gives  here,  false  or  true ;" 

yet  over  this  interesting  little  band,  we  find  placed,  as 
pretended  guardian  of  their  morals,  and  assistant  of  their 


Plan  to  Educate  Teacheks.  407 

first  efforts  to  tread  the  path  of  learning,  a  man,  who  is 
distinguished  alike  for  his  ridiculous  ignorance  and  vul- 
garity.    Too  indolent  to  obtain  support  in  an  active  em- condition  of  the 

_  ,  m  primary  schools 

ployment,  too  ignorant  to  be  a  proper  judge  of  his  quali-  *ho"ld  j?e ;^?,medied 
fications,  and  too  vulgar  to  know  what  constitutes  decency 
and  propriety  in  conduct — yet  this  man  is  he  to  whom 
parents  are  compelled  to  trust  the  formation  of  their  chil- 
dren's character,  or  suffer  them  to  grow  up,  their  minds 
wild  and  uncultivated  as  the  forests  around  them.  Is  it 
not  the  business  of  a  Legislator  to  endeavor  to  alter  such  a 
state  of  things  as  this  ?  Shall  he,  to  whom  the  people  have 
delegated  their  rights,  make  no  exertion  to  improve  a  situa- 
tion thus  degraded  ?  Certainly  none  will  be  backward  in 
pursuing  the  path  that  will  lead  to  a  reformation,  when  it 
is  once  pointed  out  to  them. 

(To  be  concluded  in  our  next.) 
— Raleigh  Register,  Oct.  12,  1828. 

To  the  Members  of  the  Approaching  Session  of  the  Legis- 
lature of  North-Carolina. 

(  Concluded. ) 
It  was  before  stated,  that  the  vouno-  men  who  were  edu-  salary  of  state 

>  «/  o  educated  teachers 

cated  out  of  the  fund  appropriated  for  that  purpose,  should  g2ooeafiye!r.at 
be  required  to  teach  for  such  a  salary  as  would  be  sufficient 
for  their  boarding  and  clothing,  say  $200.  The  common 
salary  now  paid  to  a  well  qualified  instructor  varies  from 
three  hundred  to  a  thousand  dollars — it  is  so  much  in  fact 
as  to  prohibit  entirely  the  poorer  classes  of  society  from 
sending  their  children  to  the  higher  schools. 

Now  when  the  whole  amount  to  be  paid  would  only  This  low  salary 

ill         t-11  W^'  enable  every 

amount  to  $200,  if  the  expense  should  be  divided  among:  parent  to  pay  the 

L  "    tuition  charges, 

the  whole  number  of  emplovers  there  would  be  none  so  P^pg  ail  on 

r      <j  equality. 

poor  but  who  might  give  to  their  children  a  good  educa- 
tion. But,  if,  as  is  most  probable  would  be  the  case,  the 
salary  should  be  paid  by  the  wealthy  part  of  the  commu- 


408  Plan  to  Educate  Teachers. 

nity,  and  the  school  opened  to  the  admission  of  all  classes, 
whose  bosom  so  cold  as  not  to  glow  with  pleasure  at  the 
scene  which  would  be  presented.  Groups  "of  playful  chil- 
dren just  let  loose  from  school"  will  be  seen  mingling 
together  without  any  distinction  of  rank  save  that  arising 
from  the  badge  of  merit  which  hangs  on  their  heart. 
Blessed  equality — happy  country,  when  throughout  the 
whole  extent  of  the  State  all  classes  of  children  would  be 
receiving  from  a  well  qualified  instructor  the  elements  of 
an  education.  A  correct  system  of  instruction  would  be 
diffused  among  the  people.  The  little  boys,  animated  with 
the  hope  of  one  day  obtaining  a  collegiate  education,  would 
exert  their  opening  faculties  with  all  their  ardor — emula- 
tion would  be  excited,  and  if  all  should  not  attain  the  goal 
of  their  desires,  all  would  enjoy  that  improvement  which 
results  from  the  exercise  of  the  talents  with  which  a  benefi- 
cent Creator  furnished  them.  Besides,  they  would  even 
obtain  such  an  education  as  would  qualify  them  to  become 
respectable,  if  not  distinguished  members  of  society.  And 
what  is  the  price  at  which  all  this  improvement  may  be 
purchased  ?  A  few  thousand  dollars  annually  paid  for 
twenty  years  will  render  the  blessing  permanent — surely 
then,  no  further  arguments  would  seem  necessary  to  con- 
vince you  as  Legislators,  of  the  propriety  of  securing,  by 
the  adoption  of  the  proposed  measure,  such  numberless 
Plan  would  exalt  advantages  to  the  State.  Should  the  plan  we  propose  be 
university.  adopted,  it  will  be  well  calculated  to  exalt  the  character 

of  the  University,  and  thereby  contribute  much  to  the 
respectability  of  the  State.  It  will  be  unnecessary  to  in- 
form those  who  have  been  students  of  the  University,  that 
those  who  have  to  depend  for  their  future  subsistence  and 
distinction  entirely  on  their  own  exertions,  generally  com- 
pose the  studious  part  of  its  members,  and  it  is  to  them 
that  we  most  commonly  look  for  the  men  who  are  hereafter 
to  adorn  our  State.  It  is  true  there  are  some  creditable 
exceptions,  but  it  may  be  stated  as  a  general  rule.     If  then 


Plan  to  Educate  Teacheks.  409 

this  is  the  case  now,  when  almost  without  an  exception 
the  students  are  furnished  by  their  own  parents  with  the 
means  of  support,  how  much  more  so  will  it  be  among 
those  who  will  be  entirely  dependent  on  the  State  '( 

Each  one,  besides  the  desire  he  may  feel  to  advance  his  Teachers  educated 

....  .  .         by  the  State  will 

own  improvement,  will  think  himself  under  an  obligation  feel  bound  to  ren- 

L  '  °  der  good  service. 

to  exert  his  talents  to  the  utmost  in  return  for  the  great 
privilege  affording  him  of  obtaining  a  liberal  education. 
Great  emulation  will  thus  be  excited  among  the  charity 
students  to  excel  each  other.  The  wealthy  class  ashamed 
to  see  themselves  left  behind  in  a  literary  career  would 
be  roused  to  exertion,  and  thus  our  University  would  in 
reality  become  what  it  should  be,  a  place  of  study  and  im- 
provement.    It  seems  proper  that  the  reasons  for  dissent-  present  plan 

c  c^\r-r-»  ?         i  Till  i  cheaper  than 

nig  from  a  part  of  Mr.  Potter  s  plan  should  here  be  men-  Potter's  plan, 
tioned.  He  proposed  (if  we  recollect  right  for  his  speech 
is  not  at  hand)  that  buildings  should  be  erected  and  a  kind 
of  military  gymnasium  established  for  the  education  of 
indigent  young  men.  In  the  establishment  of  such  a  school 
a  large  sum  would  be  required  to  erect  the  necessary  build- 
ings, a  much  larger  amount  would  be  requisite  to  supply 
appropriate  philosophical  apparatus,  libraries  and  profes- 
sors which  are  necessary  in  a  plan  of  education.  The 
"buildings  of  the  University  are  now  sufficiently  commodi- 
ous to  accomodate,  without  inconvenience,  eighty  more 
than  the  present  number  of  students. 

The  professorships  are  now  filled  by  distinguished  men, 
the  philosophical  apparatus  is  extensive,  &  the  libraries 
are  almost  as  large  &  well  selected  as  could  be  desired  for 
the  purposes  of  education.  Besides  much  time  would 
elapse  before  the  necessary  buildings  for  the  gymnasium 
could  be  erected  and  a  regular  system  of  education  adopted, 
when  by  the  means  now  proposed  the  good  work  can  be 
immediately  commenced,  and  before  the  gymnasium  of 
Mr.  Potter  could  begin  its  exercise,  by  following  our  sys- 
tem, the  State  would  be  enjoying;  the  advantages  derived 
therefrom. 


410  Plan  to  Educate  Teachers. 

if  only  twenty  new      Were  there  no  other  advantage  proposed  to  the  State 
educated  each        than  that  which  would  necessarily  follow  the  graduation  of 

year,  this  would  . 

cause  competition  twenty   young   men    annually    from   our    University,   we 

for  the  scholarships  •>      "  °  d  •>.' 

neeVbe^eiected8*  s^ou^  think  it  amply  sufficient  to  warrant  the  adoption 
by  the  Legislature  of  the  proposed  measure.  There  can 
be  no  doubt  that  if  the  system  is  once  properly  put  in 
operation,  hundreds  of  young  men  will  annually  make 
application  to  be  admitted  into  the  participation  of  its 
benefits.  Such  being  the  case,  the  committee  appointed 
for  that  purpose  could  and  would  select  out  of  the  whole 
number  of  applicants,  twenty  who  would  be  of  distin- 
guished talents. — What  may  we  not  expect  from  such 
young  men  receiving  a  liberal  education  under  such  cir- 
cumstances ?  In  the  heat  of  imagination  kindled  by  the 
thought,  and  in  the  warmth  of  our  zeal  for  the  cause  we 
advocate  it  seems  that  we  already  listen  to  their  bursts  of 
eloquence  at  the  bar  of  our  courts  or  in  our  legislative 
halls,  dwell  with  pleasure  on  their  poetical  productions, 
study  their  scientific  researches,  or  hear  of  their  patriotic 
efforts  to  better  the  condition  of  their  fellow  beings.  The 
system  of  public  education  now  proposed  does  not  promise 
us  a  mere  fleeting  advantage:  it  is  no  momentary  glance 
of  sunshine  which  gilds  every  object  then  leaves  us  in 
utter  darkness — no  bubbling  effervescence  which  dies  away 
as  soon  as  it  is  produced,  but  like  the  sun,  which  daily 
returns  to  warm,  gladden  and  support  us,  its  benefits  will 
be  as  permanent  as  diffusive.  Like  the  pure  fountain 
which  retains  its  transparency,  and  continues  to  bestow  its 
delicious  influence  on  surrounding  objects,  whether  the  sun 
is  shining  in  meridian  splendor,  or  tempests  howl  in  the 
heavens — so  this  system,  whether  political  factions  shake 
the  government  to  its  centre,  or  peace  sheds  its  gentle 
blessings  over  the  land,  will  continue  silently,  slowly,  but 
surely  to  produce  its  beneficial  influence  among  all  the 
future  inhabitants  of  our  State. 


Plan  to  Educate  Teachers.  411 

It  niay  be  asked  how  young  men  are  to  prepare  them-  state  aid  for  pre- 

.  .  T .        .  paring  young  men 

selves  for  admission  into  the  University?     Will  it  not  be  to  enter  University 

v  not  needed. 

required  to  extend  assistance  to  those  who  are  preparing 
to  enjoy  the  charity  of  the  State,  as  those  who  are  already 
partaking  of  its  benefits  \  No,  it  is  answered.  Those  who 
have  observed  the  Academies  and  higher  schools  in  our 
State,  must  know  that  there  are  many  young  men  who  do 
receive  a  preparatory  education,  but  those  whose  j>arents, 
or  those  who  have  supported  them  thus  far,  are  unable  to 
extend  their  support  through  a  collegiate  course.  Here 
then,  the  State  should  step  in  and  lend  a  helping  hand  to 
assist  the  aspiring  youth  up  the  hill  of  education.  If  she 
does  not,  as  is  now  the  case,  the  young  man  without  that 
improvement  which  results  from  passing  through  a  regular 
course  of  education,  studies  a  profession  and  enters  the 
world  as  a  quack-doctor  or  pettyfogging  lawyer.  Let  it 
not  be  supposed  that  no  one  can  become  an  eminent  phy- 
sician or  attorney  without  receiving  a  collegiate  education, 
is  the  idea  intended  to  be  conveyed.  Facts  would  contra- 
dict such  an  assertion.  But  these  eminent  men  will  them- 
selves admit  that  they  form  an  exception  to  a  general  rule, 
upon  which  rule  we  can  alone  act  with  certainty. — What 
a  great  advantage  then  it  would  be  to  the  State,  how  ines- 
timable one  to  themselves,  if  the  young  men  who,  with 
such  slender  qualifications,  enter  upon  the  study  of  one 
of  the  learned  Professions  and  drag  out  a  listless  life  at 
its  tail,  should  receive  a  regular  education  which  is  the 
stepping  stone  to  higher  attainments  in  legal,  medical,  or 
clerical  knowledge. 

Such,  gentlemen,  are  the  considerations  on  this  subject, 
which  it  has  been  thought  proper  to  present  to  you  as  legis- 
lators— as  men  in  duty  bound  to  your  constituents,  to  the 
State  at  large,  to  support  these  measures  which  will  con- 
tribute to  their  welfare.  It  is  known  to  you,  that  session  Each  Legislature 
after  session  of  the  Legislature  has  passed  away  for  many  years  without  any 

.  .  "    measure  enacted 

years  back,  without  our  berna;  able  to  point  to  anv  measure  winch  has  been  of 

^  °  r  "  real  benefit  to  the 

people. 


412  Plan  to  Educate  Teachers. 

of  much  real  benefit  to  the  State.  The  Legislature  has 
met,  perhaps  spent  thirty  thousand  dollars  annually — 
passed  .a  few  private  acts — altered  some  public  laws — so 
that  taking  all  in  all  we  are  compelled  to  admit,  however 
shameful  the  admission  may  be,  that  it  would  have  been 
as  well  perhaps,  if  not  better  (for  then  our  money  would 
have  been  saved)  had  the  Legislature  not  convened  for  the 
last  ten  years.  Why  have  a  legislative  part  of  government 
at  all — why  not  let  our  Judges  decide  what  may  and  may 
not  be  lawful — if  the  Legislature  does  not  enter  into  the 
liberal  consideration  of  those  objects  which  are  calculated 
to  have  an  important  bearing  on  the  happiness  and  intelli- 
gence of  the  people  ?  We  fondly  trust  however,  that  you 
will  dispel  that  listlessness  which  is  satisfied  with  the 
name  of  legislator  without  possessing  any  of  its  true  char- 
acteristics— that  you  will  no  longer  take  part  in  that  politi- 
cal fraud  by  which  the  people  are  deprived  of  their  money 
without  receiving  any  real  advantage  in  return — that  you 
will  lend  your  aid  in  giving  dignity  to  the  Legislature, 
by  introducing  to  its  consideration  subjects  of  real  impor- 
waming  not  to      tance  and  utility.     Dispel  then  the  idle  fears  (if  any  such 

heed  the  voice  of  ,       ,     •     \  •  c    ,  t      ,  •  i 

the  demaggoue.  you  entertain)  concerning  your  future  election,  and  con- 
soling yourself  with  the  consciousness  of  acting  properly, 
and  conferring  a  blessing  on  the  State,  resolve  to  step 
boldly  forward  as  the  advocate  of  those  measures  which 
your  own  intelligence  must  inform  you  will  be  beneficial 
to  yourselves,  your  constituents,  and  the  inhabitants  of 
the  whole  State.         , 

"Great  minds,  like  Heaven,  are  pleased  with  doing  good, 
Though  the  ungrateful  subjects  of  their  favor 
Are  barren  in  return.     *     *     *" 

We  know  that  large  appropriations  made  by  the  Legis- 
lature, for  whatever  purpose,  are  often  used  by  political 
demagogues  as  bug-bears  by  which  they  hope  to  frighten 
the  people  so  as  to  secure  their  own  election. — But  we 


Plan  to  Educate  Teachers.  413 

trust  there  are  none  such  among  you — that  you  are  only 
actuated  by  those  pure  motives  of  patriotism  of  which 
none  need  be  ashamed,  and  which  take  as  their  guide  the 
intelligence,  prosperity  and  happiness  of  the  people. 

There  are  yet  other  strong  motives  to  induce  vou  to  Those  receiving 

.  .      .  .  "  the  benefits,  of  such 

adopt  the  measures  which  it  is  the  object  of  the  present  a  plan  will  consider 

x  ox  those  benefactors 

communication  to  propose ;  and  although  these  motives  wh0 enacted it- 
concern  you  more  as  individuals  than  as  legislators,  they 
are  yet  consistent  with  the  purest  dictates  of  patriotism. 
Should  you  in  your  wisdom  adopt  the  measure,  those  who 
may  hereafter  derive  benefit  from  it,  will  look  up  to  you 
as  their  benefactors — the  page  on  which  the  passage  of  a 
bill  embracing  this  measure  is  recorded,  will  often  be  re- 
ferred to,  and  the  names  of  those  who  supported  the  meas- 
ure deeply  imprinted  on  the  memory  of  those  who  enjoy 
its  advantages,  &  by  means  of  which  they  in  future  will 
become  the  ornaments  of  their  country.  "Will  it  not  he 
a  subject  of  pleasure  to  you  to  think,  that  when  death 
shall  have  deprived  you  of  any  longer  participation  in  the 
councils  of  your  country,  still  you  will  be  remembered  as 
one  of  its  benefactors  ?  Will  not  your  bosom  glow  with 
patriotic  pride,  if,  at  some  future  period,  you  shall  hear 
one  of  those  who  received  an  education  by  the  assistance 
of  your  vote  in  passing  the  measure  now  proposed,  delight- 
ing and  convincing  a  Senate  by  the  force  of  his  eloquence 
or  supporting  the  truths  of  the  gospel  with  the  wisdom 
and  fire  of  a  Paul  ?  Will  it  be  an  object  of  no  considera- 
tion to  you,  that  not  only  the  present  generation,  but 
thousands  yet  unborn  are  to  receive  the  happy  benefits  of 
your  wise  legislation,  should  you  support  the  proposed 
measure  ?  Will  it  be  said  by  you,  that  it  is  inconsistent 
with  a  patriot's  wish,  a  patriot's  duty,  to  become  the  means 
of  dispelling  the  clouds  of  ignorance  which  hang  over  the 
State,  and  admitting  the  lights  of  education,  which  would 
continue  to  grow  brighter  and  brighter,  until  their  efful- 
gence would  shine  on  everv  inhabitant  of  the  State? 


414  Plan  to  Educate  Teachers. 

It  remains  for  you  to  decide  these  momentous  questions 
in  a  few  weeks,  and  we  fondly  hope  your  decision  may  be 
such  as  to  reflect  honor  on  yourselves  and  secure  innu- 
merable advantages  to  the  State  for  which  you  legislate. 
Much  more  might  be  said  on  this  interesting  subject,  and 
a  great  many  other  views  taken  of  it ;  but  we  fear  we  have 
already  exhausted  your  patience;  if  so,  we  can  only  plead 
in  excuse,  our  own  zeal  on  a  subject  which  appears  to  us 
so  very  important.. 

Oct.  6.  S. 

Note. — In  order  to  render  the  subject  as  little  intricate 
as  possible,  it  was  thought  best  to  omit  in  the  statements 
of  the  payment  of  the  loan,  the  interest  which  would  ac- 
crue from  the  sinking  fund,  from  the  time  it  was  appro- 
priated, at  different  periods,  until  it  was  really  paid,  in 
the  liquidation  of  the  debt.  It  may  be  mentioned  here 
that  it  amounts  to  the  important  sum  of  $24,000. 

— Raleigh  Register,  Oct.  11,  1828. 


2.     GOV.  IREDELL'S  MESSAGE  0?f  EDUCATION. 

In  June  last,  I  received  from,  the  proper  officers  of  the 
Treasury  department  of  the  United  States  the  sum  of 
twenty-two  thousand  dollars,  the  amount  of  the  appropria- 
tion made  by  Congress  to  reimburse  what  has  been  ex- 
pended by  this  State  in  purchasing  Cherokee  reservations. 
This  sum  was  immediately  paid  over  to  the  Public  Treas- 
urer, and  has  been  by  him  transferred  to  the  Literary 
Fund,  according  to  the  provisions  of  the  act  establishing 
that  fund.1 

— House  Journal,  1828-29,  p.  139. 


1  This  is  Gov.  Iredell's  only  reference  to  education  in  his  message 
of  1828. 


415 


3.    INTERNAL  IMPROVEMENTS  REMEDY  FOR  EMIGRATION. 

Question  of  inter-        The  subject  of  opening  and  improving  our  outlets  to  the 

nal  improvements  J  L  °  i  o 

Legislature6  the  ocean,  of  removing  obstructions  in  our  rivers,  and  of  pro- 
viding, by  canals  or  roads,  for  the  more  convenient  trans- 
mission of  our  produce  to  market,  has  so  often  engaged 
the  attention  of  the  Legislature,  that  I  feel,  when  I  touch 
upon  these  topics,  all  the  awkwardness  of  addressing  you 
upon  trite  matters.  Yet  when  I  look  at  the  situation  of 
our  State,  I  can  not  forbear  urging  upon  you  what  has  so 
often  elicited  the  earnest  recommendation  of  my  prede- 

state  can  not  main- cessors.      We  now  occupy,  from  our  population  and  terri- 

tam  her  present  .  ■*- "  '  *■    ± 

Fmpr^n-h^in-   tory,  an  elevated  position  among  the  States  of  the  Union. 
temai  condition.     Qur  reiat|ve  rank  can  not  be  stationary,    nor    can    it  be 

maintained  without  exertions  on  our  part.  Almost  every 
State  is  calling  forth  its  powers  to  improve  its  internal 
condition.  Shall  we  alone,  who  have  such  resources,  and 
who  could  bring  them  into  action  by  so  small  a  compara- 
tive expenditure,  shrink  from  the  adoption  of  the  means 
which  are  promoting  the  prosperity  of  others  and  leading 
to  their  superiority  ?  Let  us,  too,  press  forward  in  the 
career  of  Internal  Improvement.  Let  us,  too,  leave  for 
the  benefit  and  gratitude  of  posterity,  memorials  of  that 
wise  policy  which  consists  not  in  hoarding  our  money,  but 
in  applying  it  to  useful  and  profitable  objects.  *  *  * 
commerce  would        It  were  superfluous  to  dwell  upon  the  happy  effects  on 

increase  tenfold;  .  .  .         -  .  .         .      ,. 

emigration  would    our  prosperity,  which  would  follow  m  the  tram  of  a  ludi- 

cease,  and  popula-       , 

tion  and  wealth      cious  system  of  improvements,   faithfullv  executed.       A 

would  rapidly  ad-  •'  i  i  u 

iyntCTnaiimypSro™e°f new  ^e  wou^  be  infused  into  every  branch  of  industry; 

adopted!616  01ir  agriculture  would  be  relieved  from  a  heavy  burthen, 

which  now  oppresses  it ;  our  commerce  would  increase 
ten  fold ;  the  tide  of  emigration  would  be  checked ;  and  our 
population  and  wealth  would  advance  with  a  rapidity 
equal  to  our  most  sanguine  desires.  Are  we  not  prepared 
to  commence  such  a  system  ?    Why  should  we  delay  ?     It 

416 


Remedy  for  Emigration.  417 

will  require  much  time  for  its  completion,  and  the  neces- 
sary expenditures  will  be  divided  among  several  years. 
You  will  discover,  from  the  Treasurer's  report  that  we  Funds  now  avaiia- 
have  a  large  available  fund,  not  required  for  the  ordinary  t>e  issued, 
expenses  of  Government,  and  not  otherwise  appropriated 
What  this  sum  can  not  supply,  may  be  furnished  by  our 
credit.  Every  other  State  has  resorted  to  loans  for  a 
similar  purpose.  The  usual  objection  to  loans,  that  it 
burthens  posterity  with  a  debt  which  we  have  contracted 
for  our  own  advantage,  does  not  here  apply.  The  benefit 
will  descend  to  our  posterity  with  the  burden,  and  will  be 
more  than  a  compensation.  We  are  but  tenants  for  life ; 
the  estate  will  be  theirs  forever;  and  it  is  but  just  that 
they  should  pay  the  greater  part  of  what  we  may  expend 
in  its  permanent  improvement. 

— From  Governor  James  Iredell's  Message  to  Legisla- 
ture of  1828-29,  House  Journal,  1828-29,  pp.  136  and  137. 


27 


4.     THIRD  REPORT  OF  THE  LITERARY  BOARD.* 

To  the  Honorable  the  General  Assembly  of  North  Caro- 
lina. 

The  President  and  Directors  of  the  Literary  Fund,  in 
obedience  to  the  requisition  of  law,  respectfully  submit 
the  following  report. 
Receipts  for  the  It  appears  from  the  report  of    the  Public    Treasurer, 

which  has  been  already  submitted  to  you,  that  during  the 
last    fiscal    year    the    receipts    of    this    corporation    have 

been $35,715.39 

And  that  the  disbursements  consisting  entirely 
of  the  purchase  of  stock  in  the  State  Banks 
of  Newbern  and  Cape  Fear  have  amounted 
to  the  sum  of    33,640.00 


year. 


Size  of  the  fund. 


Leaving  a  balance  in  cash  in  the  hands  of  the 

Public  Treasurer  on  the  1st  day  Nov.  1828,       2,075.39 

To  which  should  be  added  the  balance,  due 
from  the  late  Public  Treasurer  on  the  1st 
of  November  1S27    28,184.32 

And  the  balance  of  the  Agricultural  fund  on 

the  1st  of  November  1828 251.62+ 


$30,571.33| 

The  amount  of  the  Literary  fund  therefore 
on  the  1st  of  November  1828  may  be  stated  as 
follows : 

Balance  due  from  the  last  Public  Treasurer.  .  $28,184.32 
Cash  in  the  hands  of  the  present  Treasurer.  .  2,075.39 
Balance  of  Agricultural  fund    on    1st    Nov. 

1828    251.621 


1 1  have  been  unable  to  find  this  report  in  the  records  of  the  Liter- 
ary Board.     This  report  was  found  among  the  Legislative  documents 

of  1828. 

.    418 


Report  of  Literary  Board.  419 

78  shares  of  the  State  Bank  stock  purchased 

before  the  present  year  at  its  par  value.  .  .        7,800.00 

204  shares  of  State  Bank  stock  purchased  dur- 
ing the  last  year,  estimated  at  its  par  value     20,400.00 

141  shares  in  the  Bank  of  Newbern,  estimated 

as  above   14,100.00 

50  shares  of  stock  in  the  Bank  of  Cape  Fear, 

estimated  as  above    5,000.00 

Showing  an  aggregate  of   $77,811. 62-| 

It  will  be  recollected  that  the  Board  in  their  last  annual  Nothing  lost  by  the 

shortage  in  the 

report  contended  and  they  thought  successfully  that  no  treasuir- 
part  of  the  deficiency  in  the  Treasury  should  be  chargeable 
to  the  Literary  Fund.  However  that  may  be,  the  anxiety 
of  the  Legislature  to  procure  this  fund  undiminished  can 
not  be  doubted.  The  Board  respectfully  suggest  as  an  easy 
mode  of  discharging  the  balance  due  to  this  coloration, 
which  as  above  stated  amounts  to  $28,184.32,  that  the 
Public  Treasurer  should  transfer  to  the  President  and 
Directors  of  the  Literary  Fund,  Bonds  now  in  possession 
and  taken  at  the  sale  of  the  late  Treasurer's  estate,  the 
principal  of  which  shall  amount  to  that  sum.  As  these 
bonds  bear  interest  from  their  date,  the  Fund  by  this  ar- 
rangement will  sustain  little  loss  from  the  suspension  of 
so  large  a  portion  of  its  capital  during  last  year.  The 
Board  have  no  other  recommendation  to  make  at  this  time,  Fimdwi]lso0Ilbe 
except  to  urge  a  steady  perseverance  in  the  plan  which  is  estlbiiAsfhoois. 
now  in  operation  and  which  promises  at  no  very  distant 
period  to  realize  the  benevolent  and  patriotic  expectations 
of  those  with  whom  it  originated. 

I  have  to  be  in  behalf  of  the  President  and  Directors 
With  just  consideration,  your  obedient  servant, 

Jas.  Iredell, 
Pres.  Ex-Officio. 

Raleigh,  Dec.  1828. 


5.    DOMESTIC  INDUSTRY  AND  ECONOMY. 

Members  of  next         Legislative. — *     *     On  motion  of  Mr.  Jones,  of  Row- 

Legislature  to  wear 

homespun.  an?  a  resolution  has  been  adopted  by  the  House  of  Com- 

mons, recommending  to  the  members  of  the  next  Legisla- 
ture to  appear  clothed  in  Homespun,  for  the  purpose  of 
encouraging  domestic  industry  and  promoting  a  spirit  of 
economy  in  our  State. 

■ — From  Legislative  Report,  Raleigh  Register,  Dec.  16, 
1828. 


420 


6.     ASSEMBLY  COMMITTEES  ON  EDUCATION. 

Senate :     James  Mebane,  Orange ;  Henry.  J.  G.  Ruffm,  senate  committee. 
Franklin ;  Hardy  B.   Croom,  Lenoir ;  Thomas  T.  Hunt, 
Granville ;  Abner  Franklin,  Iredell. 

— Senate  Journal,  1828-29,  p.  8. 

House:  Josiah  McKeil,  Chowan;  John  Pool,  Pasquo-  House  committee, 
tank ;  Thomas  W.  Blackledge,  Beaufort ;  Josiah  O.  Wat- 
son, Johnston ;  P.  B.  Pierce,  Halifax ;  Wm.  J.  Branch, 
Franklin ;  Luke  P.  Simmons,  Columbus ;  William  L.  Hale, 
Brunswick ;  Thomas  Boykin,  Sampson ;  Malcolm  Purcell, 
Robeson;  Nathaniel  G.  Smith,  Chatham;  Frederick  Nash, 
Hillsborough ;  George  C.  Mendenhall,  Guilford ;  William 
McLean,  Cabarrus ;  David  L.  Swain,  Buncombe ;  Bartlett 
Shipp,  Lincoln. 

— House  Journal,  1828-29,  p.  11$. 


42] 


Introduction  of  the 
bill  in  the  Senate. 


7.     SENATOR  McFARLAND'S  BILL  TO  EDUCATE  POOR 
CHILDREN. 

The  legislative  history  of  this  bill  is  as  follows : 
Friday,  Nov.  21,  1828. — Mr.  McFarland1  presented 
*  *  a  bill  for  the  education  of  the  poor  children  of  the 
State  of  North  Carolina ;  which  bill  was  read  the  first 
time  and  passed ;  and  *  *  was,  on  motion  of  Mr.  Mc- 
Farland, referred  to  the  committee  on  Education,  and,  on 
motion  of  Mr.  Alexander2,  ordered  to  be  printed,  one  copy 
for  each  member  of  the  Legislature. 

—Senate  Journal,  1828-29,  p-  9. 


'Tryam  McFarland,  Richmond. 
2  Lawson  H.  Alexander,  Cabarrus. 


Journal  record  of 
Committee  report. 


Monday,  Dec.  8,  1828. — Mr.  Mebane,1  from  the  Com- 
mittee on  Education,  to  whom  was  referred  a  bill  to  pro- 
vide for  the  education  of  the  poor  children  of  North  Caro- 
lina, reported  the  same  without  amendment,2  and  the  bill 
was  made  the  order  of  the  day  for  tomorrow. 

— Senate  Journal,  1828-29,  p.  38. 


1  James  Mebane,  Orange. 

2  This  entry  on  the  Senate  Journal  does  not  correspond  with  the 
written  ( unprinted )  report  of  the  committee.  The  committee 
recommended  the  indefinite  postponement  of  the  bill. 


Friday,  Dec.   19,   1828. — The  Senate    entered    on  the 

Bill  in  committee  1    *  .  ,  ,  ...     . 

of  the  whole.  orders  oi  the  day,  and  proceeded  to  consider  the  bill  lor 
the  education  of  the  poor  children  of  the  State  of  North 
Carolina  ;  when,  on  motion  of  Mr.  McFarland,  the  Senate 


1  Not  taken  up  on  December  9  as  first  agreed. 

422 


McFarland's  School  Bill.  423 

resolved  itself  into  a  committee  of  the  whole  on  said  bill, 
Mr.  Hinton2  in  the  Chair ;  and,  after  some  time  spent 
therein,  Mr.  Speaker  resumed  the  Chair,  and  Mr.  Hinton 
reported  that  the  committee  of  the  Whole  House  had  in- 
structed him  to  report  the  bill  for  the  education  of  the 
poor  children  of  the  State  of  North  Carolina,  with  an 
amendment,  to-wit :  to  strike  out  the  first  section  of  the 
bill.  The  Senate  proceeded  to  consider  the  report  of  the 
committee  of  the  Whole,  and  the  question  to  concur  in  the 

proposed    amendment    being    stated,    on    motion    of    Mr.  Bin  and  amend- 
cn     •■.,•,-.  .-n  .  merits  indefinitely 

Snober,"  the  bill  together  with  the  amendment  of  the  com-  postponed. 
mittee  of  the  Whole,  was  indefinitely  postponed. 

— Senate  Journal,  1828-29,  p.  70. 


'■  Charles  L.  Hinton,  Wake. 
1  Emanuel  Shober,  Stokes. 


In  the  Senate,  Nov.  21st  1828. — Read  the  first  time  and  clerk's  entry  on 
passed  and  on  motion  of  Mr.  MeFarland  referred  to  the 
Committee  on  Education,  and  on  motion  of  Mr.  Alexan- 
der, ordered  that  it  be  printed  one  copy  for  each  member. 


A  Bill  for  the  Education  of  the  Poor  Children  of  _.    .  „. 

The  bill. 

North  Carolina. 

Be  it  enacted  by  the  General  Assembly  of  the  State  of 
North  Carolina,  and  it  is  hereby  enacted  by  authority  of 
the  same,  that  from  and and  annualh  „        ^    rT. 

'  "    Proceeds  of  Liter- 

thereafter,  the  Public  Treasurer  shall  hand  over  to  the  j£g't£juld  appro" 
County  Trustee  of  each  county  in  this  State  the  portion  of 
the  public  money,  which  may  be  coming  to  each  of  their 
respective  Counties  from  the  Literary  Fund,  which  has 
been  set  apart  by  the  Legislature  of  this  State  for  Educa- 
tion ;  and  that  each  Countv  shall  be  entitled  to  draw  from  n,  .„   t 

•j  Distributed  to 

said  fund  an  amount  agreeable  to  the  population  and  taxa-  tiSttto^opaSStm'" 

and  taxation. 


424  McFakland's  School  Bill. 

tion  of  said  County ;  and  on  payment  to  each  of  these  re- 
spective sums  the  Treasurer  shall  take  bond  with  good 
Security,  payable  to  the  Governor,  in  double  the  amount 
paid  said  Trustee,  for  the  faithful  performance  of  his 
duty :  And  further,  the  Treasurer  of  this  State  shall  take 
a  receipt  for  the  amount  paid  to  the  Trustee  of  each 
County,  which  shall  be  a  good  voucher  and  allowed  him  in 
his  annual  settlement, 
commissioners  to  Be  it  further  enacted,  that  at  the  first  County  Court 
each  captain's  dis-  held  in  each  County  in  this  State  after .  .  .  . 

trict  to  ascertain        •nillln  «  n  n  ,~<  r^  . 

number  ot  poor      it  shall  be  the  duty  of  each  and  every  County  Court  m  this 

children.  **  u  •* 

State,  and  annually  thereafter,  to  appoint  two  or  more 
discreet  persons  as  Commissioners  in  each  Captain's  Dis- 
trict of  said  County,  whose  duty  it  shall  be  to  ascertain 
the  number  of  poor  children  in  each  of  said  Captain's 
district  who  are  without  the  means  of  paying  for  their 
Education ;  and  said  Commissioners  thereon  shall  sub- 
scribe or  cause  to  be  sent  said  poor  children  to  any  school 
in  five  miles  distance  from  the  place  of  residence  of  said 
child  or  children,  if  the  situation  will  admit ;  and  it  shall 
commissioners  to    be  the  duty  of  said  Commissioners  to  pay  for  the  tuition 

pay  tuition  of  poor 

children.  of  said  children,  and  take  a  receipt  from  the  leacher  or 

Trustee  of  said  school  or  schools  for  the  amount  paid; 
specifying  the  name  of  each  person  and  the  amount  of 
tuition,  and  the  length  of  time:  and  the  said  Commission- 
ers, appointed  as  aforesaid,  may  call  at  any  time  during 
the  year  for  payment  from  the  Trutsee  for  the  amount 
which  is  due  them  for  payment  of  tuition :  Provided  said 
amount  does  not  exceed  the  amount  set  apart  for  each 
County. 

commissioners  to  Be  it  further  enacted,  that  said  Commissioners  shall 
give  bond  in  double  the  sum,  payable  to  the  County  Trus- 
tee, for  their  faithful  performance. 

Be  it  further  enacted,  that  no  child  or  persons  educated 
shall  be  paid  for  any  unreasonable  time ;  and  that  no  com- 
missioner shall  pay  for  forwarding  the  education  of  any 


give  bond. 


McFarland's  School  Bill.  425 

person,  further  than  Reading,  Writing,  English  Grammar  course  of  study. 
and  Arithmetic. 

Be  it  further  enacted,  that  the  amount  now  on  hand, 
exclusive  of  Bank  or  other  Stock,  shall  be  divided  the 
ensuing  year  among  each  County. 

And  be  it  further  enacted,  that  the  Commissioners'  an-  Reports  to  Legis- 

lature. 

nual  report  to  the  Trustee  of  their  County,  and  the  Trus- 
tee to  the  Treasurer,  and  the  same  to  the  Legislature  of 
said  State,  a  full  and  fair  Copy  of  their  proceedings. 

Committee  Report  on  Above  Bill. 
The  Committee  to  whom  was  referred  "A  Bill  to  pro-  Fund  t0° sma11- 
vide  for  the  education  of  the  poor  children  of  North  Caro- 
lina" Report,  that  they  have  had  this  Bill  under  their 
consideration,  and  notwithstanding  they  approve  its  pro- 
visions, yet  they  are  of  opinion  that  the  disposable  part  of 
the  fund  denominated  the  literary  fund  is  at  this  time, 
too  small  to  be  distributed  in  the  different  counties  of  this 
State,  and  produce  any  valuable  effect,  they  therefore  beg 
leave  to  return  said  Bill  to  the  House,  and  recommend  Recommends 

'  postponement. 

that  the  further  consideration  thereof  be  postponed  in- 
definitely. 

Respectfully  submitted, 

James  Mebane,  Chairman. 

In  Senate  December  19th  1828.     Taken  up  and  on  mo-  clerk's  entry  on 

.  r  the  bill. 

tion  of  Mr.  McFarland  ordered  to  be  committed  to  a  com- 
mittee of  the  Whole  House,  and  reported  therefrom  bv 
Mr.  Hinton  with  an  amendment,  and  on  motion  of  Mr. 
Shober  the  Bill  together  with  the  amendment  was  post- 
poned indefinitely. 


House  resolution 
to  require  report 
of  funds  of  the 
University. 


Referred  to  the 
Committee  on 
Education. 


House  resolution 
about  educating 
poor  children. 


8.  HOUSE  BESOLUTIONS  ON  EDUCATION. 

Tuesday,  Nov.  25,  1828. — Resolved  that  the  Committee 
on  Judiciary  enquire  what  further  provision  ought  to  be 
made  by  law  in  order  to  make  it  the  duty  of  the  Trustees 
of  the  University  to  make  an  annual  report  to  the  Legis- 
lature of  the  State  and  condition  of  that  institution,  the 
value  of  any  property  they  may  receive  from  individuals 
by  donation  or  otherwise,  the  property  either  real  or  per- 
sonal which  they  may  recover  by  virtue  of  the  laws  now  in 
force  vesting  certain  escheated  property  in  them,  how 
much  they  have  recovered,  how  much  they  have  sold,  what 
it  sold  for,  in  what  way  they  have  disposed  of  it,  what 
property  remains  on  hand  in  money  or  otherwise,  and 
that  the  Committee  report  by  bill  or  otherwise.1 

The  question  to  concur  with  the  reference  of  said  resolu- 
tion was  disagreed  to ;  and,  on  motion  of  Mr.  Fisher,2  it 
was  referred  to  the  Committee  on  Education. 

— House  Journal,  1828-29,  p.  153. 


1  Introduced  by  Abner  N.  Vail,  of  Washington. 

2  Charles  Fisher,  Salisbury. 


On  motion  of  Mr.  Barnhardt,1 

Resolved,  That  the  Committee  on  Education  be  in- 
structed to  inquire  into  the  expediency  of  appropriating  a 
part  of  the  Literary  fund  for  the  education  of  the  poor 
and  indigent  children  in  the  several  counties  in  this  State, 
and  that  they  report  a  plan  to  carry  the  same  into  effect ; 
either  by  bill  or  otherwise. 


-House  Journal,  1829-29,  p.  196. 


introduced  by  John  C.  Barnhardt,  of  Cabarrus,  Dec.  15,  1828. 


426 


9.  HOUSE  REPORT  OS  EDUCATION. 

# 

Saturday,  Dec.  27,  1828. — Mr.  Nash,1  from  the  Judi-  Laws  sufficient  to 

require  reports 

ciary2  Committee,  to  whom  were  referred  certain  resolu-  fr9m  University ; 

"  asked  to  be  dis- 

tions  requiring  them  to  inquire  what  further  provision  vJ^f£\J™tfth&~ 
ought  to  he  made  by  law,  in  order  to  make  it  the  duty  of  SJ^^SuaSS?" 
the  trustees  of  the  University  to  make  to  the  Legislature 
an  annual  report  of  the  funds  of  that  institution,  and  of 
its  situation;  and  also  to  inquire  into  the  expediency  of 
appropriating  a  part  of  the  Literary  Fund  for  the  educa- 
tion of  poor  and  indigent  children  in  this  State,  reported 
that  the  committee,  on  examining  the  laws  heretofore 
passed  on  the  subject  embraced  in  the  first  resolution,  find 
that  they  are  amply  sufficient,  and  that  further  legislation 
on  the  subject  is  unnecessary;  upon  the  second  resolution 
the  committee  had  turned  its  attention,  and  instructed  him 
to  ask  that  they  be  discharged  from  the  further  considera- 
tion thereof.  The  question  to  concur  with  the  report  was 
determined  in  the  affirmative. 

- — House  Journal,  1828-29,  p. 


1  Frederick  Nash,  Hillsborough. 

2  This  is  evidently  a  mistake,  as  both  resolutions  were  referred  to 
the  Committee  on  Education. 


ME.  NASH'S  REPORT. 
The  Committee  on  Education  to  whom  was  referred  cer-  Xo  legislation 
tain  resolutions  requiring  them  to  inquire  what    further  reports  from  Uni- 
provisions  ought  to  be  made  by  law  in  order  to  make  it 
the  duty  of  the  trustees  of  the  University  to  make  to  the 
Legislature  an  annual  report  of  the  funds  of  that  institu- 
tion and  of   its   situation ;    and   also  to  enquire   into  the 
expediency  of  appropriating  a  part  of  the  Literary  Fund 
for  the  education  of  poor  and   indigent   children  in  this 
State.     Having  had  the  same  under  consideration,  report 

427 


428  Nash's  Report. 

That  upon  examining  several  Acts  of  the  General  Assem- 
bly heretofore  passed  upon  the  subject  embraced  in  the 
first  resolution,  they  find  that  the  law  has  already  made 
ample  and  sufficient  provisions  and  that  no  further  legis- 
Literary  Fund  too  lation  on  the  subject  is  necessary.    Upon  the  second  resolu- 

small  to  enter  on  **  "  x 

ofeducItionStehope  tion  ^eJ  would  report  that  in  their  opinion  the  fund  set 
eonTewhenpoor      apart  for  literary  purposes  is  yet  too  small  to  justify  the 

children  can  be        -r       •  i    ,     "  ,       ■  ,  ■  -,         ,         • 

educated.  Legislature  m  entering  upon  an  active  and  extensive  sys- 

tem of  education.  They  hope  that  the  time  may  come 
when  those  who  sit  in  the  seats  now  occupied  by  them  will 
have  the  high  gratification  of  assisting  in  expelling  from 
our  country  that  moral  and  intellectual  darkness  which 
now  broods  over  it,  when  the  children  of  the  poor  and  in- 
digent, shall  equally  participate  with  those  of  the  wealthy 
in  all  the  blessings  of  Civil  Government.  This  is  a  sub- 
ject of  deep  interest  to  us  all  and  upon  which  your  Com- 
mittee have  reflected  with  much  anxiety ; — grateful  for 
that  portion  of  education  with  which  they  have  been  fa- 
voured, they  are  anxiously  desirous  that  others  shall  en- 
joy the  same  blessing.  And  while  they  deplore  the  neces- 
sity of  still  delaying  the  great  and  good  work,  they  cor- 
dially and  fervently  unite  in  the  prayer  that  a  kind 
Providence  will  hasten  the  time  when  literary,  moral  and 
religious  instruction  shall  pervade  our  country, — when  the 
portals  of  science  shall  be  thrown  open  to  the  child  of  the 
poorest  and  most  indigent  of  our  citizens, — when  all  shall 
feel  the  fostering  care  of  our  common  country.  They  pray 
to  be  discharged  from  the  further  consideration  of  the  sub- 
jects referred  to  them. 

All  of  which  is  respectfully  submitted. 

F.  Nash,  Chm. 

— From  Unpublished  Legislative  Documents,  1828-29. 


10.    PROCEEDINGS  OF  LITEEARY  BOARD. 

A  meeting  of  the  President  and  Directors  of  the  Liter- 
ary Fund  was  held  at  the  house  of  Chief  Justice  Taylor 
on  the  18th  day  of  September  1828 
Present 

James  Iredell,  Gov.  &  Prest. 
Chief  Justice    Taylor,  )         . 
Wm.  Robards,  Treasr.    \ 

The  Treasurer  reported  that  he  had  since  the  1st  day  of  investment  of 

r  J  funds. 

July  last  purchased  for  the  Literary  Fund  one  hundred 
and  forty  one  shares  of  Newbern  Bank  Stock  at  Eighty  per 
cent.  Fifty  shares  of  Cape  Fear  Bank  Stock  at  Eighty 
per  cent  and  five  shares  of  State  Bank  Stock  at  Ninety  per 
cent  and  that  there  was  still  a  balance  in  his  hands  belong- 
ing to  the  Literary  Fund  and  ready  to  be  invested — where- 
upon it  was  Resolved  that  the  purchases  of  stock  now  re- 
ported by  the  Treasurer  be  confirmed  by  this  Board,  and 
that  he  be  directed  to  vest  in  stocks  of  the  said  Banks  at 
the  rate  above  mentioned  to  wit  Newbern  at  Eighty,  Cape 
Fear  at  Eighty  and  State  Bank  at  Ninety  per  cents,  the 
remainder  of  the  money  belonging  to  the  Literary  Fund 
or  so  much  as  can  be  vested  without  detriment  to  the  gen- 
eral operations  of  the  Treasury  of  the  State. 
The  Board  then  adjourned. 

— MS.  Records  Literary  Board. 


429 


1.  X's  OPEN   LETTER  AGAINST  SCHOOLS  AND   INTERNAL  IM- 

PROVEMENTS. 

2.  DR.  CALDWELL  ON  OPPOSITION  TO  TAXATION. 

3.  GOV.  OWEN'S  MESSAGE  ON  EDUCATION. 

4.  KINNEY'S  "PLAN  OF  PUBLIC  SCHOOLS." 

5.  COMMITTEES  ON  EDUCATION. 

6.  McFARLAND'S  BILL  TO  EDUCATE  POOR  CHILDREN. 

7.  LOAN  ASKED  FOR  EDENTON  ACADEMY. 

8.  WHAT  OTHER  STATES  ARE  DOING  FOR  COMMON  SCHOOLS. 

9.  NEGLECT  OF  THE  PUBLIC  LIBRARY. 


430 


1.    X's  OPEN  LETTER  AGAINST   SCHOOLS  AND  INTERNAL 
IMPROVEMENTS. 

To  the  members  of  the  approaching  legislature : 

What  need  have  we  of  additional  Eoads  and  Canals  \  no  need  of  more 
Have  we  not  enough  of  them  now  \     Cannot  a  man  go  from  ^^trondffioiis 
place  to  place,  whithersoever  he  will  without  obstruction  ?  fur  father^ 
and  what  more  could  he  do,  were  the  whole  State  cut  up 
into   roads    and   by-paths  \     *     *     If    a    person   can   not 
find  his  way,  as  things  are,  let  him  make  use  of  his  tongue 
and  inquire.     But  we  must  forsooth  have  better  ways  of 
getting  our  produce  to  market.     The  present  accommoda- 
tions suited  well  enough  our  fathers,  and  they  became  rich 
in  their  use ;  and  it  is  quite  doubtful  if,  with  greater  fa- 
cilities, we  should  be  any  better  off  an  hundred  years  hence. 
T  trust  your  wisdom  will  be,  as  your  wisdom  has  been  here- . 
tofore,  decidedly  against  innovations  and  alterations,  under 
the  specious  disguise  of  improvements. 

You  will  probably  be  asked,  Gentlemen,  to  render  some  „n 

r  J  >  '  Hopes  no  assistance 

little  assistance  to  the  University  of  our   State.     But   I  uniVerltv611  the 
hope  you  will  strenuously  refuse  to  do  this  likewise.     It  is 
respectfully  submitted  to  the    wisdom    above  mentioned, 
whether  our  good  old-field  schools  are  not  abundantly  suffi- 
cient for  all  our  necessities.     Our  fathers  and    mothers 

Old  field  schools 

logged  along  uncomplainingly  without  colleges;  and  long  g°°d enough ,;■  no 

•J^-°>  io«/  o  n  colleges  needed. 

experience  proves  them  to  be  very  expensive  things.  The 
University  has  already  cost  the  people  not  a  little ;  and  the 
good  it  has  accomplished  thus  far  is  extremely  doubtful ;  if 
I  might  not  rather  allege  it  to  have  been  productive  of 
mischief.      College  learned  persons  give  themselves  great  „  ,   . 

1  o  &  Course  of  study  in 

airs,  are  proud,  and  the  fewer  of  them  we  have  amongst  aristocracvd's  t0 
us  the  better.      I  have  long  been  of  the  opinion,  and  trust 
you  will  join  me  in  it,  that  establishments  of  this  kind  are 
aristocratical  in  their  nature,  and  evidently  opposed  to  the 
plain,  simple,  honest  matter-of-fact  republicanism,  which 

431 


432  Open  Letter  Against  Schools. 

ought  to  nourish  among  us.  The  branches  of  learning  cul- 
tivated in  them  are,  for  the  most  part,  of  a  lofty  arrogant 
and  useless  sort.  Who  wants  Latin  and  Greek  and  ab- 
struse mathematics  in  these  times  and  in  a  country  like 
this  ?  Might  we  not  as  well  patronize  alchymy,  astrology, 
heraldry  and  the  black  art  \  *  *  *  In  the  third 
place,  it  is  possible,  but  not  very  likely  I  confess,  that  you 
may  be  solicited  to  take  some  steps  with  regard  to  the  estab- 
The  measure  to      lishment  among  us  of  common  schools.     Should  so  redicu- 

establish  common  .     . 

schools  ridiculous,  lous  a  measure  be  propounded  to  you,  you  will  unques- 

Times  very  hard.        ,  . 

tionably,  for  your  own  interest,  as  well  as  that  of  your 
constituents,  treat  it  with  the  same  contemptuous  neglect 
which  it  has  ever  met  with  heretofore.  Common  schools 
indeed  !  Money  is  very  scarce,  and  the  times  are  unusually 
hard.  Why  was  such  a  matter  never  broached  in  better 
schools  we  now      and  more  prosperous  days  ?     Gentlemen,  it  appears  to  me 

have  not  all  filled.  . 

Too  much  ado        that  schools  are  sufficiently  plenty,  and  that  the  people 

about  education.  „  . 

have  no  desire  they  should  be  increased.  Those  now  in 
operation  are  not  all  filled,  and  it  is  very  doubtful  if  they 
are  productive  of  much  real  benefit.  Would  it  not  re- 
dound as  much  to  the  advantage  of  young  persons,  and  to 
the  honour  of  the  State,  if  they  should  pass  their  days  in 
the  cotton  patch,  or  at  the  plow,  or  in  the  cornfield,  instead 
of  being  mewed  up  in  a  school  house,  where  they  are  earn- 
ing nothing  ?  Such  an  ado  as  is  made  in  these  times  about 
Not  necessary  that  education,  surely  was  never  heard  of  before.     Gentlemen, 

every bodv  be  able    T  1  ,  .         .  ,,  , 

to  read,  write  and   1  nope  you  do  not  conceive  it  at  all  necessary,  that  every- 

cipher.  7711  •  •  ■ 

body  should  be  able  to  read,  write  and  cipher.  If  one  is 
to  keep  a  store  or  a  school,  or  to  be  a  lawyer  or  physician, 
such  branches  may,  perhaps,  be  taught  him ;  though  I  do 
not  look  upon  them  as  by  any  means  indispensable :  but  if 
he  is  to  be  a  plain  farmer,  or  a  mechanic,  they  are  of  no 

plain  farmers  and 

mechanics  do  not    manner  of  use,  but  rather  a  detriment.     There  need  no 

need  education. 

arguments  to  make  clear  so  self-evident  a  proposition. 
Should  schools  be  established  by  law,  in  all  parts  of  the 
State,  as  at  the  North,  our  taxes  must  be  considerably  in- 


Open  Letter  Against  Schools.  433 

creased,  possibly  to  the  amount  of  one  per  cent,  and  six- 
pence on  a  poll ;  and  I  will  ask  any  prudent,  sane,  saving 

man  if  he  desires  his  taxes  to  be  higher  ? 

******* 

You  will  doubtless  be  told  that  our  State  is  far  behind  Makes  no  difter- 
her  sisters  in  things  of  this  sort, — and  what  does  this  prove  ?  behind  our  sister 

iirii  if  r    states  >  aDle  t0 

Merely,  that  other  states  are  before  us ;  which  is  their  at-  govern  ourselves 

"  without  reference 

fair,  and  not  ours.     We  are  able  to  govern  ourselves  with- t0  others. 

out  reference  to  other  members  of  the  confederation ;  and 

thus  are  we  perfectly  independent.     We  shall  always  have  because  our  taxes 

c  d  r  m  J  are  lighter. 

reason  enough  to  crow  over  them,  while  we  have  power  to 

say,  as  I  hope  we  may  ever  have,  that  our  taxes  are  lighter 

than  theirs. 

******* 

— X  in  Raleigh  Register,  Nov.  9,  1829. 


28 


2.    DK.  CALDWELL  ON  OPPOSITION  TO  TAXATION. 

Three  centuries  As  we  now  are,  and  with  such  plans  as  we  now  practice, 

behind  in  educa- 
tion and  improve-   we  correspond  in  public  improvements  and  in  popular  edu- 
cation, not  with  the  nineteenth  century,  but  with  three  cen- 
turies ago.     Can  we,  as  a  population,  continue  to  endure  a 
thought  like  this  2 

But  it  will  be  asked,  What  then  are  the  means  by  which 
you  will  prppose  to  commence  a  system  of  internal  im- 
provement '(  Have  you  the  intrepidity  to  recommend  tax- 
ation to  a  people  who  hold  it  in  such  abhorrence,  and  on 
whose  nerves  of  revolting  sensibility  candidates  for  the 
Legislature  and  for  public  offices,  well  know  how  to  strike 
tones  of  harmony,  at  once  delightful  to  the  people's  ear, 
and  to  themselves  in  consequent  assurance  of  their  own 
No  man  who  op-     election.     To  this  question  I  have  but  one  answer,  and 

poses  a  moderate 

tax  for  improve-     there  can  be  only  one.     To  no  purpose  can  that  man  claim 

ments  can  claim  to  J  r      r 

causefriend  °f  the  t°  be  a  friend  of  internal  improvement,  and  to  the  public 
good,  who  avows  opposition  to  so  moderate  a  tax  as  is  nec- 
essary to  carry  it  on.  As  well  might  he  make  pretensions 
to  be  my  friend,  when  he  sees  me  without  strength  and 
perishing  with  thirst,  while  he  denies  me  water  in  my 
extreme  necessity. 

Taxation  contrary       We  sometimes  hear  it  asserted,  that  'Taxation  is  contrary 

to  republican  .  . 

government  a  fatal  to  the  genius  of  a   Republican  Government.'     This  is  a 

delusion.  °  x 

radical  error,  and  however  captivating  to  many,  he  who 
persuades  them  of  its  truth,  is  but  using  his  efforts  to 
fasten  upon  them  a  radical  and  fatal  delusion.  It  is  not 
the  genius  of  a  Republic  that  no  taxes  should  be  raised,  but 
that  no  tax  should  be  levied  except  by  the  people  them- 
selves. To  induce  the  people  to  give  up  taxation  totally, 
as  though  it  belonged  not  to  a  popular  government,  is  but 
asking  their  consent  and  determination  to  be  tied  hand  and 
foot,  and  to  yield  themselves  without  remedy  and  without 
hope  to  every  species  of  adversity.  Of  this  we  are  now 
furnishing  a  most  impressive  example.      *     *     * 

434 


Caldwell  on  Opposition  to  Taxation.  435 

In  every  nation  that  would  be  free,  with  opportunity  to  Every  man  should 

.  .  .  not  hesitate  to  try 

have  the  voice  of  its  people  heard,  through  its  constitution  to  mould  public 

L       x  '  °  opinion  on  this 

and  its  laws,  the  voice  of  the  majority  must  be  the  supreme  ciuestion- 
law  of  the  land.  But  while  on  this  point,  there  can  be  no 
doubt,  it  is  equally  certain,  that  in  a  popular  State  like 
ours,  every  individual  not  only  has  the  right,  but  is  bound 
in  conscience,  so  far  as  he  would  have  an  influence  in  so- 
ciety, so  to  modify  the  public  voice,  that  its  decisions  may 
be  on  behalf  of  what  he  sincerely  believes  to  be  for  the 
good  of  his  country.  We  know  well  that  multitudes  must 
egregiously  and  shamlessly  trifle  with  these  subjects  both 
among  the  people  and  even  in  legislative  body,  to  which 
we  ought  to  look  for  sober  wisdom,  and  a  deep  sense  of  the 
responsibility  which  they  have  voluntarily  incurred  to 
their  conscience,  their  country,  and  to  God ;  *  *  * 
and  he  who  sincerely  believes  that  an  opinion  of  the  people 
is  erroneous,  and  pernicious  in  themselves,  and  vet  with 

1  '  A\  ho  the  real 

selfishness  and  flatterv,  seeks  by  all  his  artifice  and  zeal  to  enemies  of  the 

"■  '  <■'  people  are. 

plunge  them  more  deeply  into  error  that  he  may  secure 
their  favor,  gives  incontestable  proof  of  his  disqualifica- 
tion for  the  trust.      *     *     * 

- — Dr.  Joseph  Caldwell  before  Internal  Improvements 
Convention,  Dec.  22,  1829.  Published  in  Raleigh  Regis- 
ter, Feb.  Jf,  1830. 


3.    GOV.  OWEJV'S  MESSAGE  ON  EDUCATION. 


The  University  our 
only  school  in 
which  we  can  take 
any  pride. 


This  school  needs 
aid :  the  Literary 
Fund  might  be 
loaned  to  the 
trustees. 


The  enlightened  liberality  of  the  f ramers  of  our  Consti- 
tution, and  the  Legislature  of  an  early  day,  have  done 
much  for  the  cause  of  learning,  by  establishing  an  institu- 
tion in  the  center  of  our  State,  in  which  the  higher 
branches  of  science  are  taught  as  successfully  as  in  any 
similar  institution  in  our  country,  and  is  the  only  monu- 
ment of  learning  within  the  State  of  North  Carolina,  to 
which  the  eye  of  the  stranger  or  the  citizen  patriot  may  be 
directed,  with  any  emotions  of  pride  and  patriotism.  It 
will  at  once  be  understood  that  my  allusion  is  to  our  Uni- 
versity. Much  remains  however  to  be  done,  towards  per- 
fecting and  giving  permanency  to  this  institution ;  and  its 
situation  at  this  time  calls  more  loudly  for  legislative  inter- 
position and  patronage,  than  at  any  former  period  of  its 
existence.  Its  funds  which  promise  at  some  future  day  to 
be  equal  to  its  necessities,  are  yet  locked  up  beyond  the 
reach  of  those,  to  whose  guardianship  it  has  been  com- 
mitted by  the  Legislature ;  and  this  institution,  proudly 
claimed  by  some  of  our  most  distinguished  citizens  as  their 
alma  mater,  is  permitted  to  languish,  for  the  means  which 
it  is  deemed  within  the  power  of  the  Legislature  to  fur- 
nish, without  injury  or  even  hazard  to  the  State.  A  con- 
siderable sum  of  money  which  has  been  appropriated  to 
the  establishment  of  a  Literary  Fund,  has  not  yet  been  in- 
vested in  any  of  the  banks  of  the  State,  and  the  commis- 
sioners charged  with  its  management,  have  determined  to 
purchase  no  more  bank  stock.  It  is  then  respectfully  sub- 
mitted to  the  Legislature,  how  far  it  may  be  advisable,  and 
whether  it  is  not  within  the  legitimate  object  of  the  Legis- 
lature which  created  this  fund,  to  authorize  the  commis- 
sioners to  loan  to  the  trustees  of  the  University  from  time 
to  time,  anv  part  or  the  whole  of  the  monies  thus  appro- 
priated, which  have  not  been  applied  to  the  purchase  of 


436 


Gov.   Owejs  ox  Education.  437 

stock,  taking  their  bond  with  such  interest  as  may  be 
agreed  upon,  or  fixed  by  the  Legislature,  for  the  repayment 
of  the  same. 

The  importance  of  preserving  in  a  flourishing  condition  Advantages  of 

1  L  °  °  having  the  Um- 

such  a  seminary  within  our  own  borders,  is  obvious.  It  versit>'- 
prevents  a  large  amount  of  money  from  being  disbursed 
abroad  and  among  strangers — our  young  men  are  saved 
from  forming  prepossessions  in  favor  of  foreign  seminaries 
and  foreign  manners — they  are  enabled  to  study  with  more 
effect  the  political  institutions  of  the  State — imbibe  a 
greater  reverence  for  whatever  is  good  and  virtuous  among 
ourselves — and  avoid  a  prejudice  against  that  state  of  so- 
ciety which  we  now  have  in  the  Southern  States,  and  which 
must  be,  much  as  we  may  deprecate  it,  coexistent  with  th>° 
Union. 

The  influence  of  early  education  upon  the  well  being  of  lm  ortanee  of 
society,  and  upon  the  present  and  future  happiness  of  the  early  educatl0n- 
human  race  is  admitted  by  every  enlightened  nation  of 
the  earth;  and  the  responsible  duty  of  disseminating  it, 
devolves  with  peculiar  force  upon  the  statesman  and  legis- 
lator. So  completely  is  the  formation  of  character  under 
its  control,  that  every  effort  should  be  made  to  direct  the 
virtuous  energies  of  the  mind,  both  by  moral  and  intel- 
lectual education,  into  paths  of  usefulness.  And  that  the 
standard,  both  of  learning  and  virtue,  may  be  more  ele- 
vated, a  system  of  public  education  should  be  adopted,  by 
which  the  thousands  of  the  rising  generation  in  our  State, 
who  seem  doomed  to  a  life  of  ignorance,  if  not  of  folly  and 
vice,  without  the  fostering  care  of  the  Legislature,  shall  be 
able  to  acquire  knowledge  of  the  most  useful  kind — their 
tender  minds  trained  to  a  love  of  order  and  virtue — and 
where  industry  and  a  reverence  for  the  laws,  shall  be  duly 
inculcated. 

In  the  present  enlightened  a°;e  of  the  world,  when  the  ... 

1  °  o  7  \\e  ought  no 

favorite    schemes    of  the    philanthropist  throughout    the  p""?^  aifw/th 
habitable  globe,  seems  to  be  the  bountiful  distribution  of  StiSeansofedu" 


438 


Gov.   Owen  on  Education. 


The  subject  of 
education  often 
brought  to  the 
attention  of  the 
Legislature. 


Kinney's  plan. 


What  other  States 
are  doing. 


knowledge,  wheiever  there  is  human  intellect  to  receive  it; 
and  under  the  improved  modes  and  methods  of  instruction, 
which  have  been  introduced  into  the  primary  schools  both 
of  Europe  and  America,  contributing  so  much  to  the  ease 
with  which  elementary  learning  may  be  acquired,  let  us  no 
longer  permit  the  youth  of  our  State,  to  launch  upon  the 
ocean  of  life,  ttiere  to  shape  their  course  without  at  least, 
the  rudiments  of  science. 

In  proportion  to  the  ease  with  which  an  education  may 
be  acquired  in  other  countries  and  the  facilities  afforded 
by  their  governments  for  this  purpose,  so  should  we  feel 
its  importance  among  ourselves :  and  with  an  enlightened 
wisdom,  peculiarly  characteristic  of  the  present  age,  should 
North  Carolina  attest  her  belief  in  these  principles  by  a 
liberal  provision  for  the  education  of  her  children,  until 
the  development  of  intellect  and  the  establishment  of  truth 
shall  have  placed  us  equally  above  the  reach  of  civil  tyr- 
anny, and  ecclesiastical  usurpation.  The  vast  importance 
of  this  subject,  has  frequently  claimed  for  it  the  considera- 
tion of  the  Legislature — and  a  report  upon  it  by  some  of 
the  most  distinguished  citizens  of  the  State,  under  a  reso- 
lution of  the  Legislature  of  1824,  will  be  found  among  the 
archives  of  the  State.  Accompanying  this  communication 
will  also  be  found  a  plan  for  the  establishment  of  primary 
schools  in  North  Carolina,  submitted  by  a  gentleman1 
whose  opportunities  for  observing  the  practical  operation 
of  the  public  schools  of  the  northern  States,  entitle  his 
opinions  to  influence,  and  the  benevolence  of  the  attempt 
to  adapt  them  to  the  peculiar  situation  of  his  adopted  State, 
will  secure  to  him  the  gratitude  of  its  citizens. 

T  have  also  been  enabled  to  procure  and  herewith  trans- 
mit you,  an  account  of  the  common  schools  in  New  Jersey, 
and  the  School  system  of  New  York,  Connecticut,  Khode, 
Tsland.  Vermont,  Massachusetts,  New  Hampshire  and 
Maine.     These  several  documents  are  believed  to  contain 


1  Charles  R.  Kinney. 


Gov.  Owen  on  Education.  439 

the  fullness  of  information  upon  this  most  interesting  sub- 
ject, calculated  to  shed  all  necessary  light  on  the  path  of 
the  Legislature,  in  regulating  this  important  branch  of  our 
public  economy. 

— House  Journal,  1828,  pp.  1J/-7-1J/.8. 


4.    KINNEY'S  "  PLAN  OF  PUBLIC  SCHOOLS." 

importance  of  ^e  vas^  importance  of  a  general  dissemination  of  edu- 

ted^howto obtain  cation  is  so  universally  admitted  as  to  require  no  comment. 
question  now.'1      The  only  question  of  difficulty  is  how  to  attain  the  object. 
The  plan  1  propose  has  for  its  object  only  common  schools, 
in  which  shall  be  taught  the  ordinary  branches,  such,  of 
course,  as  would  tit  a  man  for  mercantile  pursuits.     And, 
indeed,  I  think  such  information  more  immediately  neces- 
sary in  our  State  than  further  endowments  of  the  univer- 
North  Carolina  has  sit7-     In  proportion  to  our  population,   I  suppose,   this 
graduatesasany     State  can  number  as  many  of  collegiate  education  as  any 

State  except  one ;  ,i        tt    •  *j.i  n  j.i  j.1  £    o       j-i 

common  schools     one  in  the    Union  with  perhaps  the  exception  of   bouth 

llG<rlCf't(?Cl 

•Carolina.  But  in  the  common  branches  of  education, 
there  is  certainly  a  lamentable,  I  had  almost  said  a  crim- 
inal want.  To  correct  an  evil  it  is  first  necessary  to  un- 
derstand its  true  character.  It  is  generally  supposed  that 
the  poverty  of  the  citizens  is  so  great  as  to  preclude  the 
Not  too  poor  to       possibility  of  general  education.     This  is  certainly  not  so, 

establish  schools ;       .  °  .  . 

good  teachers,        since  many  countries  with  a  much  poorer  peasantry  than 

houses  and  unity  '•  L  r  J 

of  effort  needed.  ours  are  vastly  better  informed.  I  believe  the  difficulties, 
on  strict  examination,  will  be  found  to  be,  first,  a  want  of 
good  teachers,  or  rather  inducements  sufficient  to  engage 
such  as  are  competent  in  the  task.  A  want  of  houses  suit- 
able for  the  purpose  and  properly  located ;  Lastly,  a  con- 
centration of  the  ability  of  each  district  to  a  single  object. 

Plan  in  brief :  To  begin  with  the  last  of  these  first,  I  propose  to  pass 

counties  divided  .    . 

into  districts,  com-  an  act  of  Assembly  authorizing  the  county  court  of  each 

mitteemen  ap-  "  ° 

pointed,  corporate  county  to  divide  their  several  counties  into  districts  of  not 

powers  given  » 

districts.  more  than miles  square,  and  to  give  to  these  dis- 

tricts corporate  powers  to  an  extent  which  will  be  hereafter 
seen.  And  also  to  authorize  the  county  court  to  appoint 
a  committee  which  I  denominate  the  school  committee, 
who  shall  have  power  to  examine  all  teachers  without 
whose  certificate  of  good  character  and  ability,  they  shall 
not  be  permitted  to  teach  in  the  district  houses. 

440 


Kinney's  Flax  for  Schools.  441 

I  propose  then  to  authorize  the  county  court  to  appoint  each  district  °dis- 

,       i .        •    ,     c  • .  ,  trict  to  have  power 

some  proper  rnan  m  each  district  lor  a  committee  or  trus-  to  levy  a  school  tax 

,  .  to  build  house  and 

tee  for  that  district.      Him,  lor  distinction,  I  call  the  dis-  employ  a  male  and 

'  a  leniale  teacher 

trict  committee.     He  shall  be  authorized  to  give  notice  for  four  months  each 

d  year. 

a  meeting  of  the  people  of  the  district ;  which  meeting, 
when  so  called,  shall  be  authorized  to  tax  the  district  not 

exceeding per  $100,  for  the  purpose  of  erecting 

a  school  house  at  some  convenient  central  situation  in  the 
district.  And  if  the  inhabitants  of  the  district  cannot 
agree  upon  its  location,  the  county  court  shall,  on  the  appli- 
cation of  the  district  committee,  appoint  three  men  with- 
out the  district  to  fix  the  scite.  The  meeting  so  called 
shall  also  be  authorized  in  like  manner  annually  to  tax 

themselves  not  exceeding per  $100,  for  the  pay 

and  support  of  a  male  teacher  four  months,  and  a  female 
the  same  time.  This  tax  to  be  assessed  upon  the  general 
tax  list,  and  the  district  committee  invested  with  the  same 
power  of  collection  as  the  sheriff  now  has.  This  I  believe 
embraces  my  whole  plan ;  but  you  will  ask  my  reasons  for 
it,  and  an  answer  to  some  obvious  objections. 

The  character  of  the  teachers  in  the  country  is  proverbi-  Teachers  usually  of 

.  ,  .  , .  bad  character ; 

ally  and  lustly  bad,  notwithstanding  some  honorable  ex-  ought  to  be  ex  am- 

°   _  J  °  '  °  med  by  committee. 

ceptions.  They  usually  consist  of  men  unfit  for  anything 
else.  An  improvement  is  certainly  necessary,  and  a  proper 
selection  of  the  committee  by  the  court,  will,  I  think,  cor- 
rect this  evil.  The  proper  time  to  send  children,  and  more 
especially  boys,  to  school  is  during  winter ;  but  this  cannot 
be  done  without  comfortable  houses.     When  the  houses  comfortable 

houses. 

are  built,  and  the  teacher  employed,  all  the  children  within 
the  district  shall  be  permitted  to  attend. 

I  had  forgotten  to  invest  the  district  committee  with  the  committee  to  have 

m    m  power  to  employ 

power  of  hiring  the  teacher  subject  to  the  approval  of  the  teachers. 
school  committee.     With  respect  to  the  success  of  the  plan, 
I  have  unmasked,  that  in  most,  perhaps  I  had  better  say  in 
many  parts  of  the  country,  a  majority  is  to  be  found,  who 
would  willingly  pay  a  liberal  compensation  for  the  benefit 


442 


Kinney's  Plan  fob.  Schools. 


Objection  answer- 
ed that  one  man  is 
taxed  for  the  ben- 
efit of  another. 


Advantage  of 
having  female 
teachers. 


of  a  school;  but  jet  the  charge  is  usually  too  onerous  to 
be  borne  by  anything  short  oi  the  whole,  l'his  plan  au- 
thorizes a  majority  to  compel  the  balance  to  contribute. 
IShouia  it  be  urged  that  the  man  who  paid  the  largest  tax 
might  have  no  children  to  educate/  and  that  he  would  there- 
fore derive  no  benefit,  or  that  the  privilege  should  be  pro- 
portional to  the  amount  of  the  tax,  and  that  the  poor  man 
with  a  large  family  would  pay  little,  and  receive  much 
benefit;  the  answer  is,  that,  in  legislation,  pecuniary  bur- 
thens must,  and  can  be  borne  only  by  those,  who  are  able  to 
pay.  The  rich  are  frequently  taxed  for  the  benefit  of  the 
poor,  as  the  blood  of  the  poor  is  too  frequently  spilt  to 
preserve  the  inheritance  of  the  rich.  We  legislate  for 
society  in  the  state  in  which  it  actually  exists,  and  not  as 
we  would  wish  it  to  be.  Again,  altho'  for  a  few  years  one 
man  would  receive  no  benefit  from  the  existence  of  a  school 
in  his  district,  in  all  probability  a  few  years  would  change 
the  scene,  and  he  may  be  amply  remunerated  for  the  sums 
thus  expended  by  a  change  of  circumstances.  Once  more 
— as  things  now  stand,  the  poor  man,  with  a  large  family, 
cannot  educate  the  whole,  and,  to  be  impartial,  he  educates 
none  of  his  children ;  and  consequently  his  district  derives 
no  benefit  from  his  residence  among  them.  Upon  this 
plan,  he  will  pay  something,  and  proportionately  lighten 
the  charge  upon  the  rest.  And,  after  all,  I  should  look  for 
less  opposition  from  the  rich  than  the  poor. 

You  will  observe  that  I  have  spoken  of  a  female  teacher. 
This  is  a  custom  common  in  the  New  England  States, 
where  I  have  witnessed  its  great  utility.  I  myself  received 
the  first  rudiments  of  education  from  a  country  girl,  and 
during  the  summer,  never  went  to  any  but  a  female  teacher. 
They  never  teach  but  in  the  summer,  and  are  employed 
for  the  young  misses,  and  those  boys  that  are  too  small  to 
be  serviceable  on  the  farm.  For  these  two  classes  of  chil- 
dren, I  should  give  a  decided  preference  to  a  female 
teacher;  and  for  the  purposes  here  proposed,  and  in  the 


Kjnisey's  Plajst  for  Schools.  443 

present  state  of  die  country,  a  girl  of  common  education 
would  oe  fully  competent  to  teach  in  most  of  the  districts. 
The  very  small  price  at  which  she  could  be  commanded  is  Female  teachers 

will  not  cost  much: 

no  inconsiderable  object.      I  ought  perhaps  here  to  remark,  need  not  be  exam- 
that  delicacy  would  forbid,  and  necessity  would  not  require 
that  she  should  pass  an  examination  before  the  committee. 
Her  selection  may  be  safely  committed  to  the  district  com- 
mittee. 

For  the  education  of  boys,  and  even  larger  girls,  the  winter  the  best 
winter  is  decidedly  the  best  season,  first,  because  they  can-  to  be  in  session, 
not,  in  an  agricultural  community,  be  spared  from  the 
farms  during  summer,  and  a  teacher  may  be  employed  at  a 
much  lower  rate  at  that  season.  A  longer  term  than  T 
propose  would  be  desirable ;  but  even  that  time  every  year 
will  do  much,  and  perhaps  is  as  much  as  it  would  answer 
at  first  to  attempt  by  this  half  compulsory  means. 

I  will  say  a  word  upon  the  size  of  the  districts.  They  size  of  the  districts- 
should  be  so  large  as  to  lighten  the  burthen  as  much  as  pos- 
sible, and  may  be  from  three  to  five  miles  square,  though 
much  must  depend  upon  the  number  of  inhabitants,  and 
their  form  may  be  changed  in  compliance  with  the  country 
so  far  as  rivers  or  impassable  swamps  intervene.  The 
court  should  also  be  empowered  to  shape  their  size  and 
form  as  occasion  may  require ;  but  I  would  limit  their 
power,  but  upon  the  application  of  some  ten  or  twelve 
householders  of  the  district  in  order  to  prevent  litigious 
applications. 

I  propose  to  make  the  acceptance  of  the  act  optional  with  Plan  to  be  left 

i  tit  t  f  optional  with  each 

each  countv,  and  then  leave  each  district  the  hbertv  of  ac-  county  and  then 

with  each  district. 

cepting  or  rejecting;  the  terms.  I  presume  a  compulsory 
act  could  scarcely  be  passed,  and,  if  passed  would  be 
scarcely  more  efficient  than  this.  I  believe  that  a  majority 
of  the  counties  will  accept  it  during  the  first  year,  more  or 
less  districts  in  each  countv  will  also  avail  themselves  of 
it  in  that  time.  But  should  but  a  single  countv  and  a 
single  district  therein  accent  the  benefit,  even  then  a  great 


444 


Kinney's  Plan  foe  Schools. 


Motives  for  pro- 
posing this  plan. 


House  orders 
Kinney's  report 
printed. 


Senate  concurs. 


point  will  be  gained.  The  advantages  will  be  apparent, 
and  the  example,  I  trust,  will  be  followed.  Should  the  act 
remain  a  dead  letter  upon  the  statute  Book,  little  injury 
will  be  done;  and  should  no  better  plan  be  suggested,  per- 
haps this  may  be  worth  an  experiment. 

I  make  no  apology  for  thus,  unasked,  proposing  this 
plan.  Every  man  owes  something  to  the  society  in  which 
he  lives,  and  .all  that  can  be  expected  from  him  is  to  en- 
deavor to  discharge  the  obligation.  My  object  will  be  com- 
pletely effected  should  this  be  a  means  of  suggesting  a 
better  plan.  I  have  no  partiality  for  my  own  unless  no 
better  can  be  found.  Indeed,  I  scarcely  know  whether  it 
should  be  called  my  own ;  for  really  there  is  no  originality 
in  it.  It  is  at  best  but  a  new  application  of  a  power 
already  known  to  exist  in  various  forms.  Should  you  be 
able  to  extract  any  hint  from  it  worthy  of  notice,  I  shall 
think  I  have  deserved  well  of  my  country ;  but  if  you  think 
it  useless,  you  will  cast  it  with  those  things  that  are  for- 
gotten.    I  am,  most  respectfully, 

Your  obt.  servt.,  C.  It.  Kinney. 

Sep.  19,  1829 

His  Excellency  Gov.  Owen. 

Saturday,  Nov.  21,  1829. — On  motion  of  Mr.  Mhoon1, 
ordered  that  a  message  be  sent  to  the  Senate,  proposing  that 
the  document  accompanying  the  Governor's  message  con- 
taining a  plan  of  primary  schools  in  this  State,  be  printed, 
one  copy  for  each  member  of  the  Assembly. 
— House  Journal,  1829-30,  jj.  161. 

Monday,  Nov.  23,  1829. — A  message  from  the  Senate, 
consenting  to  have  printed  the  plan  of  primary  schools  in 
this  state,  as  prepared  by  a  citizen  of  this  State  and  accom- 
panying the  Governor's  message,  one  copy  for  each  mem- 
ber of  the  Legislature. 

— House  Juoriml,  1829-30,  p.  163. 


1  William  S.  Mhoon,  Bertie. 


5.    COMMITTEES  ON  EDUCATION. 

Senate:     Wm.  M.   Sneed,  Granville;  Charles  L.  Hin-  Senate committee. 
ton,  Wake ;  Maurice  Smith,  Person ;   Collen  W.  Barnes, 
Northampton ;  Joseph  J.  Williams,  Martin. 

— Senate  Journal,  1829-30,  p.  10. 

House:     Samuel  T.   Sawyer,    Edenton;    Benjamin  T. 

n-  r^  i        t    i        oi    tit    tt   -n  r-i  t  House  committee. 

Simmons,  Currituck;  John  S.  VV.  Helien,  Carteret;  James 
Rhodes,  Wayne ;  John  Farrier,  Duplin ;  Archibald  Monk, 
Sampson ;  JSTeill  Nicholson,  Richmond ;  John  Purcell,  Rob- 
eson ;  William  Branch,  Franklin ;  Duncan  York,  Nash ; 
Thomas  H.  Taylor,  Orange ;  James  Kerr,  Caswell ;  Daniel 
M.  Barringer,  Cabarrus ;  Alfred  C.  Moore,  Surry ;  David 
L.   Swain,  Buncombe ;  Joseph  M.  Carson,  Rutherford. 

— House  Journal,  1829-30. 


445 


6.    McFARLAND'S  BILL  TO  EDUCATE  POOR  CHILDREN. 

SdS'inbi11         Monday,  Nov.  23,  1829. — Mr.  McFarland  presented  a 

Senate-  fill  for  the  education  of  the  poor  children  of  the  State  of 

North  Carolina ;  which  was  read  the  first  time  and  passed, 

and,  on  motion  of  Mr.  McFarland,  ordered  to  be  referred 

to  the  committee  on  Education. 

— Senate  Journal,  1829-30,  p.  12. 

Bin  printed.  On  motion  of  Mr.  McFarland,  ordered  that  the  bill  for 

the  education  of  the  poor  children  of  the  State  of  North 
Carolina,  be  printed,  one  copy  for  each  member  of  the 
Legislature. 

— Senate  Journal,  1829-30,  p.  13. 


General  provisions 
of  the  bill ;  same 
as  the  bill  of  1828. 


The  bill  submitted  by  Mr.  M'Farland,  for  the  education 
of  the  poor  children  of  the  State,  provides,  that  so  soon  as 
the  Literary  Fund  shall  amount  to  $150,000  and  annually 
thereafter,  the  Public  Treasurer  shall  hand  over  to  the 
County  Trustee  of  each  county,  the  portion  of  public  money 
which  may  be  coming  to  each  of  their  respective  Counties 
from  said  fund ;  and  that  each  County  shall  draw  an 
amount,  proportionate  to  its  population  and  taxation.  It 
is  made  the  duty  of  the  County  Court,  to  appoint  annually, 
School  Commissioners  in  each  Captain's  district,  whose 
duty  will  be  to  ascertain  the  number  of  destitute  children 
in  their  respective  districts,  between  the  ages  of  5  and  16, 
and  cause  said  children,  where  the  parents  are  willing,  to 
be  sent  to  any  school  within  five  miles  distance,  and  pay 
for  their  tuition  out  of  the  money  allotted  from  the  fund, 
for  this  purpose.  No  child  to  remain  at  school  longer, 
than  is  necessary  to  acquire  a  knowledge  of  Reading,  Writ- 
ing, Grammar  and  Arithmetic. 

— Raleigh  Register,  Nov.  30,  1829. 

446 


McFael,a2sd's  School  Bill.  447 

Thursday,  Dec.  17,  1829. — On  motion  of  Mr.  McFar-  bhi  referred  to  a 
land,  ordered  that  the  committee  on  Education  be  dis-  specla  committee' 
charged  from  the  further  consideration  of  the  bill  for  the 
education  of  the  poor  children  of  the  State  of  Xorth  Caro- 
lina ;  and  the  said  bill  was  ordered  to  be  referred  to  a  select 
committee1,  consisting  of  Messrs.  McFarland,  Franklin, 
Ramsey,  Boddie  and  Ward. 

— Senate  Journal,  1829-30,  p.  60. 

1  This  committee  was  composed  as  follows  :  Tryam  McFarland, 
.Richmond  ;  Meshack  Franklin,  Surry ;  Joseph  Ramsey,  Chatham ; 
William  \V.  Boddie,  Nash,  and  Edward  Ward,  Onslow. 

Thursday,  Dec,  24,  1829. — Mr.  McFarland,  from  the  Bm  laid  on  the 
select  committee,  to  -whom  was  referred  the  bill  for  the 
education  of  the  poor  children  of  the  State  of  North  Caro- 
lina, reported  the  same  without  amendment.  Whereupon, 
on  motion  of  Mr.  Meares1,  ordered  that  the  said  bill,  to- 
gether with  the  report,  be  laid  upon  the  table. 

— Senate  Journal,  1829-30,  p.  85. 
1  William  B.  Meares,  New  Hanover. 

On  motion  of  Mr.  Meares,  ordered  that  the  report2  of  the  Report  of  special 
select  committee,  on  the  bill  to  provide  for  the  education  piSS6* t0  be 
of  the  poor  children  of  the  State  of  Xorth  Carolina,  be 
printed,  one  copy  for  each  member  of  the  Legislature. 

— Senate  Journal.  1829-30.  p.  87. 
2 1  have  been  unable  to  find  this  report. 


7.  LOAN  ASKED  FOR  EDENTON  ACADEMY. 

Monday,  Dec.  21,  1829. — Mr.  Sawyer1  presented  the 
memorial  of  the  trustees  of  the  Edenton  Academy,  praying 
the  loan  of  money,  to  he  applied  in  support  of  said  Acad- 
emy. Ordered  that  said  memorial  be  referred  to  the  com- 
mittee on  Education. 

— House  Journal,  1829-80,  p.  227. 

Thursday,  Dec.  31,  1829. — Mr.  Swain2,  from  the  com- 
mittee on  Education,  to  whom  was  referred  the  memorial 
of  the  trustees  of  the  Edenton  Academy,  reported  unfavor- 
ably to  the  prayer  of  the  memorialists,  and  asked  to  be  dis- 
charged from  the  further  consideration  of  the  subject. 
The  question  to  concur  with  the  report  was  determined  in 
the  affirmative. 

— House  Journal,  1829-30,  p.  255. 


1  Samuel  T.  Sawyer,  Edenton. 

2  David  L.  Swain,  Buncombe. 


448 


8.    WHAT  OTHER  STATES  AKE  DOING  FOR  COJOIOJV 
SCHOOLS. 

Common  Schools. — The  subject  of  introducing  Common  what  North  caro- 
Schools  into  every  neighborhood  in  the  State,  where  there 
are  a  sufficient  number  of  children  to  make  such  an  estab- 
lishment desirable,  has  frequently  been  before  our  Legis- 
lature; a  fund  has  been  provided,  and  committees  have 
been  appointed  to  report  a  plan  for  carrying  the  measure 
into  effect,  but  no  step  has  yet  been  taken  to  put  in  opera- 
tion a  single  School  at  public  expense. 

In  the  State  of  New- York,  where  great  and  laudable  at-  what  New  York 

I  f.  is  doing. 

tention  has  been  paid  to  the  establishment  of  Common 
Schools,  it  is  provided  by  law,  that  as  soon  as  the  inhabi- 
tants of  any  neighborhood  agree  to  erect  a  School-house, 
and  raise  a  certain  sum  for  the  payment  of  a  Teacher,  they 
may  draw  on  the  Public  School  Fund,  which  the  State  has 
provided,  for  a  sum  equal  to  their  own  contributions.  And 
by  this  means,  schools  have  been  everywhere  established,  so 
that  there  are  within  the  several  School  districts  of  that 
State,  the  astounding  number  of  441,856  children,  between 
the  ages  of  5  and  15,  at  school. 

What  objection  can  there  be  to  the  adoption  of  a  similar 
plan  for  this  State  ?  The  fund  is  ready,  and  all  that  is 
necessary,  is  to  pass  a  suitable  law  on  the  subject. 

— Raleigh  Register,  March  6.  1829. 


29  449 


9.    NEGLECT  OF  THE  PUBLIC  LIBRARY. 

A  Bill  for  the  application  of  all  appropriations  for  the 
increase  of  the  Public  Library. 

Be  it  enacted  by  the  General  Assembly  of  the  State  of 
North  Carolina  and  it  is  hereby  enacted  by  the  authority 
of  the  same,  That  henceforth  all  the  appropriations,  for 
increasing  the  Public  Library  shall  be  placed  under  the 
control  of  a  Board,  consisting  of  the  Governor,  the  Chief 
Justice  of  the  Supreme  Court,  and  the  Public  Treasurer 
for  the  time  being,  and  shall  be  applied  by  their  order  or 
that  of  a  majority  of  them  to  the  purchase  of  such  books, 
maps  and  charts  as  they  may  direct. 

Be  it  further  enacted,  That  the  said  board  shall  annu- 
ally report  to  the  Legislature,  a  list  of  the  books  last  pur- 
chased as  aforesaid,  and  the  cost  thereof,  and  they  shall 
cause  to  be  made  out,  and  always  keep  ready  in  the  Library 
a  full  and  complete  catalogue  of  all  the  books  contained  in 
the  same1. 

Engrossed  and  examined. 

In  Senate  Jan.  7,  1830:  Eead  the  first  time  and  or- 
dered to  be  indefinitely  postponed. 

— Unpublished  Legislative  Documents,  1829-30. 


1  The  reports  made  some  years  later  show  that  the  appropriation 
for  the  Library  was  not  being  all  used  at  this  time. 


450 


1830 

1.  A  TEACHERS'  ASSOCIATION  SUGGESTED. 

2.  THE  ESTABLISHMENT  OF  SCHOOLS  URGED. 

3.  NORTH    CAROLINA    URGED    TO    FOLLOW    TENNESSEE    IN 

SCHOOL  LEGISLATION. 

4.  GOV.  OWEN'S  MESSAGE  ON  EDUCATION. 

5.  ASSEMBLY  COMMITTEES  ON  EDUCATION. 

6.  McFARLAND'S  BILL  TO  EDUCATE  POOR  CHILDREN. 

7.  ASSEMBLY  RESOLUTIONS  ON  EDUCATION. 

8.  INEXPEDIENT  TO  APPROPRIATE  SCHOOL  FUND. 

9.  McFARLAND'S  BILL  TO  INCREASE  LITERARY  FUND. 

10.  MONK'S  BILL  TO  INCREASE  THE  LITERARY  FUND. 

11.  LOAN  ASKED  FOR  OXFORD  ACADEMY. 

12.  BILL  TO  COLLECT  SCHOOL  STATISTICS. 

13.  LITERARY  FUND  RECEIPTS  1830. 

14.  DISBURSEMENTS  OF  STATE  TREASURY  1830. 

15.  SLAVES  MUST  NOT  BE  TAUGHT  TO  READ  AND  WRITE. 

16.  CENSUS  OF  NORTH  CAROLINA. 


451 


Preliminary 
conference. 


Advantages  of 
organization. 


Meeting  called 
Dec.  15,  at  Raleigh. 


1.    A  TEACHERS'  ASSOCIATION  SUGGESTED. 

To  the  friends  of  Education  and  of  the  cause,  of  Litera- 
ture in  JSTorth-Carolina. 

In  a  conference  between  several  gentlemen  engaged  in 
the  task  of  instruction,  it  was  suggested  as  promising  many 
valuable  results,  that  there  should  be  a  meeting  annually 
or  oftener,  of  all  those  who  have  the  charge  of  Seminaries 
of  learning,  as  well  as  others  who  may  feel  interested,  for 
the  purpose  of  mutual  consultation,  and  the  discussion  of 
subjects  connected  with  education  and  the  advancement  of 
knowledge. 

It  is  well  known  how  much  light  is  struck  out,  how 
much  zeal  is  enkindled,  how  much  higher  the  standard  of 
excellence  is  raised,  where  a  body  of  men  pursuing  the 
same  occupation,  are  collected  together  in  the  same  town, 
and  are  thereby  brought  into  frequent  contact  and  compe- 
tition.— But  as  these  circumstances  are  not  attainable  in 
a  State  like  ours,  possessing  no  large  towns  and  population 
thinly  scattered  over  an  extensive  territory,  the  only  way 
which  teachers  can  compensate  for  their  dispersed  and 
isolated  situations,  is  to  consent  occasionally  to  leave  their 
respective  charges,  and  repair  to  some  pre-appointed  ren- 
dezvous, whither  they  can  carry  for  free  discussion,  all  the 
subjects  of  inquiry,  doubt  and  difficulty,  which  have  oc- 
curred in  the  course  of  their  experience. 

All  who  have  been  employed  in  the  business  of  Educa- 
tion, indeed  all  who  have  been  interested  in  literary  or 
scientific  investigations,  feel  sorely  the  privation  of  pleas- 
ure and  of  improvement  to  which  they  are  condemned, 
when  their  circumstances  forbid  an  intercourse  with  those 
of  the  same  professional  pursuits.  It  is  therefore  pre- 
sumed that  the  Teachers  throughout  the  State,  if  not 
others,  will  receive  with  approbation  the  proposition  which 
is  now  made,  that  there  be  a  meeting  held  on  the  15th  of 


452 


Teachers'  Association  Suggested.  453 

December  next,  in  the  City  of  Raleigh,  of  all  persons  in- 
terested in  the  cause  of  education,  for  the  purpose  of  con- 
sulting on  various  matters  relating  to  their  vocation,  and 
on  the  expediency  of  organizing  a  permanent  Council  or 
Senatus  Academicus,  who  shall  meet  periodically  for  the 
fore-mentioned  objects. 

It  is  but  barely  necessary  to  hint  to  those  concerned,  subjects  for 
that  a  free  communication  on  the  best  modes  of  discipline 
and  tuition,  the  best  books  and  editions  of  books,  gram- 
matical questions,  as  well  as  the  promotion  of  professional 
acquaintance  &  friendship,  strongly  invite  to  the  proposed 
meeting,  and  promise  to  render  it  highly  advantageous 
and  pleasant  to  those  who  may  attend. 

Should  this  proposal  meet  with  a  favorable  acceptance, 
it  will  be  well  for  those  who  favor  it,  to  signify  their  ap- 
probation through  the  medium  of  the  papers  in  their  re- 
spective neighborhoods,  with  such  remarks  as  will  promote 
the  object;  that  it  may  be  known  before  hand  what  prob- 
ability there  is  of  general  attendance  in  Raleigh,  next 
winter.  Paedophilus. 

— Raleigh  Register,  July  19,  1830. 


2.  THE  ESTABLISHMENT  OF  SCHOOLS  URGED. 

what  to  do  for  the       Education. — In  the  last  North-Carolina  Journal,  there 
to  educate  the        is  an  editorial  article  on  the  subject  of  Education,  from 

poor;  how  to  . 

reach  every  citizen  which  We   extract  the   following  : 

with  education,  _ 

now  subjects  of  Jn  North-Carolina  too,  a  deeper  feeling  than  usual,  has 

serious  concern.  7  r  o  7 

been  excited  on  the  all  important  subject  of  education, 
which,  it  is  to  be  hoped,  will  deepen  and  extend,  until  it 
pervades  the  bosom  of  every  white  person  in  the  State. 
The  embarrassments  of  the  University,  the  difficulties 
which  many  neighborhoods  and  individuals  have  to  en- 
counter in  procuring  the  most  common  means  of  instruc- 
tion, the  ignorance  of  many  of  the  poorer  classes,  and  the 
utter  impracticability  in  most  of  them  to  educate  their 
children,  have  awakened  the  drowsy  sensibilities  of  our 
people  and  put  us  all  upon  the  enquiry — What  shall  be 
done  for  our  University  ? — How  shall  the  poor  be  educa- 
ted ? — How  shall  education  be  placed  within  the  reach  of 
every  one  of  our  citizens  ? 
T    . .  .  The  elections,  of  tomorrow,  will  determine  who  are  those 

Legislature  under  ' 

gattons  to°provide"  ^°  wnom  is  entrusted  the  high  and  honorable  duty  of  mak- 
the  white  people.  mg  laws  ^or  us>  f°r  another  year — perhaps  for  posterity. 
It  is  hoped  that  none  of  those  elected,  will  be  insensible 
to  the  obligations  attached  to  their  responsible  situations. 
Not  knowing  now,  of  course,  who  the  members  of  the  next 
Legislature  will  be,  we  cannot  be  accused  of  personalities, 
as  we  hope  we  shall  not  be,  of  proscription,  when  we  say 
to  the  Representatives,  no  matter  who  they  may  be,  that 
they — the  chosen  depositories  of  the  rights  and  happiness 
of  free  Republicans — the  citizens  of  a  Government  found- 
ed on  the  virtue  and  intelligence  of  the  people^ — are  under 
solemn  and  imperious  moral  and  political  obligations1 — ■ 
from  which  nothing  will  discharge  them,  but  the  faithful 
and  honest  performance  of  their  duty — to  provide  means 
of  instruction  to  all  ranks  and  classes  of  our  white  popu- 
lation ;  and  that  as  soon  as  they  are  qualified  for  the  dis- 

454 


Establishment  of  Schools  Urged.  455 

charge  of  their  legislative  duties,  they  are  bound  by  the 
most  solemn  and  awful  obligation — a  voluntary  OATH — 
to  support  and  sustain  the  University. 

The  Constitution  of  ISTorth-Carolina,  which  every  mem-  The  constitution 
ber   of   the   Legislature   takes   oath  to   support,   when   he  University  be 

...  supported. 

qualifies,  declares  "that  one  or  more  Universities  shall  be 
established."  This  is  no  unmeaning  provision.  It  is  re- 
plete with  wisdom,  patriotism,  benevolence,  obligation. 
The  Sages,  Patriots  and  Statesmen  who  framed  our  State 
Constitution,  had  just  then  thrown  off  their  allegiance  to 
the  British  Crown ;  they  were  devising  a  plan  of  Govern- 
ment for  a  community  of  independent  Freemen ;  they  were 
aware  that  much  of  the  stability  of  the  Government,  and 
much  of  the  happiness  of  the  people  depended  upon  the 
cultivation  of  the  public  mind.  Hence  they  made  it  a 
Constitutional  duty  in  the  Legislature  to  establish  "Uni- 
versities." Nov  does  the  obligation  cease  with  the  mere 
act  of  incorporating  Trustees ;  it  extends  with  full  force, 
and  with  unceasing  application,  to  the  endowing  said  Uni- 
versities with  such  ample  funds,  as  are  requisite  for  effect- 
ing this  Constitutional  provision.  No  member  of  the  Leg- 
islature of  North  Carolina  therefore,  can  discharge  his 
duty,  or  comply  with  the  solemn  obligations  of  his  oath,  if 
he  refuses  or  neglects  to  endow  the  University  with  such 
funds,  as  the  resources  of  the  State,  and  the  wants  of  the 
Institution,  warrant  and  demand,  for  carrying  into  full 
and  complete  operation  the  intentions  of  the  wise  and 
beneficent  framers  of  the  Constitution. 

—Raleigh  Register,  Aug.  16,  1830. 


3.    NORTH  CAROLINA  URGED  TO  FOLLOW  TENNESSEE  IN 
SCHOOL  LEGISLATION. 

Plan  of  public  edu-      A  late  Tennessee  paper  contains  the  act  passed  by  the 

cation  in  Tennes-  ein  l  •  iti 

see  outlined.  Legislature  oi  that  State,  at  its  last  session,  to  establish  a 

system  of  Common  Schools,  and  to  appropriate  the  School 
Funds  of  that  State.  This  act  provides  that  the  several 
County  Courts  shall  annually  appoint  a  Commissioner  in 
each  Captain's  Company,  who  shall  meet  at  their  Respec- 
tive Regimental  Muster  Grounds  on  a  certain  day,  for  the 
purpose  of  dividing  said  Regiment  into  School  Districts 
of  convenient  size,  taking  down  the  heads  of  families  in 
each  district  on  separate  sheets  of  paper,  which  shall  be 
given  to  a  Justice  of  the  Peace  residing  in  each  District 
(or  should  there  be  none  to  some  other  suitable  person) 
who  shall  after  giving  ten  days  public  notice,  cause  to  be 
elected  five  trustees,  all  persons  voting  who  vote  for  mem- 
bers of  the  General  Assembly.  Such  trustees  to  organize 
themselves,  by  choosing  a  Chairman,  Clerk  and  Treasurer ; 
and  the  Chairmen  of  the  several  districts  in  each  county 
are  to  meet  at  the  Courthouse  on  the  first  Saturday  of 
June  annually,  for  the  purpose  of  choosing  not  less  than 
five  nor  more  than  seven  Common  School  Commissioners 
for  said  county,  who  are  to  appoint  a  Clerk,  who  shall  also 
be  Treasurer.  They  are  to  have  control  of  all  moneys, 
etc. — said  Commissioners  to  meet  semi-annually. — They 
shall  apportion  the  annual  School  Fund  amongst  the  sev- 
eral School  Districts,  (which  shall  be  entitled  to  a  share 
by  having  provided  a  comfortable  school  house  in  such 
district)  in  proportion  to  the  number  of  children  of  both 
sexes  between  the  ages  of  five  and  fifteen  years.  The 
Trustees  of  each  district  to  give  bond  to  said  Commission- 
ers that  the  money  which  they  receive  shall  be  faithfully 
applied  to  the  support  of  a  Free  School.  Each  of  the 
trustees  to  keep  open  a  subscription  paper,  and  solicit  and 
receive  donations  in  support  of  the  school.     The  Trustees 

456 


North  Carolina  Urged  to  Follow  Tennessee.  457 

of  each  School  District  are  constituted  a  body  politic  and 
corporate  and  have  the  full  power  to  employ  and  dismiss 
Teachers.  The  School  Commisisoners  shall  number  the 
School  Districts  in  each  county  and  divide  them  into  five 
equal  parts,  and  assign  to  each,  one  of  said  divisions,  who 
shall  visit  them,  at  least  once  a  year,  and  report  to  the  Secre- 
tary of  State  annually  on  or  before  the  1st  of  September. 
— The  Trustees  of  each  District  are  also  to  report  the 
state  of  the  School  under  their  direction  to  the  School 
Commissioners. — It  is  made  the  duty  of  the  Trustees  of 
the  several  School  Districts,  as  far  as  practicable,  to  induce 
all  children  within  the  district  under  the  age  of  15  years, 
to  be  sent  to  School,  making  no  distinction  between  rich 
and  poor. 

This  is  a  mere  outline  of  the  plan — the  Act  itself  will  Tins  state  ought  to 

*-       _  provide  tor  the 

be  preserved  and  shown  to  such  as  wish  10  see  it.     And  we  children  of  ail  her 

F  citizens. 

trust,  since  Tennessee,  the  child  of  North  Carolina,  has 
carried  into  effect  this  important  provision  for  the  Educa- 
tion of  the  Children  of  all  her  citizens,  we  shall  not  longer 
neglect  this  paramount  duty,  urged  upon  us  by  that  sacred 
instrument,  our  Constitution. 

■ — Raleigh  Register  Editorial,  Jidy  29,  1830. 


4.    GOV.  OWEN'S  MESSAGE  ON  EDUCATION. 


Education  one  of 
greatest  objects  of 
legislation. 


Criminals  usually 
ignorant ;  vice, 
irreligion  and  pov- 
erty due  to  igno- 
rance. 


Objects  of 
education. 


The  object  of  all  our  legislation  is  the  happiness  of  our 
citizens,  and  in  furtherance  of  this  object,  I  would  particu- 
larly invite  your  attention  to  the  education  of  our  youth, 
the  internal  improvement  of  the  State,  and  the  regulation 
of  the  circulating  medium,  as  the  three  great  and  leading 
subjects,  which  should  claim  your  attention  at  the  present 
session.     *     *     * 

The  importance  of  a  general  diffusion  of  knowledge  is 
universally  admitted ;  nor  is  it  any  longer  pretended  that 
learning  is  unfavorable  to  morals,  or  injurious  to  the  best 
interests  of  a  nation.  On  the  contrary,  our  own  experi- 
ence as  a  nation,  and  the  history  of  the  world  prove  to  us, 
that  most  of  those  who  are  condemned  to  the  just  punish- 
ment of  malefactors  under  the  laws  of  a  Christian  com- 
munity, are  the  exceedingly  ignorant,  who  have  been  hur- 
ried into  acts  of  violence,  or  seduced  into  excess,  by  the 
example  of  a  few,  whose  situation  from  fortuitous  circum- 
stances affords  them  a  passport  to  luxury,  and  to  criminal 
indulgence.  If  then  it  be  true  that  the  vice,  irreligion, 
and  consequent  poverty  and  misery  of  a  large  portion,  of 
our  fellow  citizens  are  to  be  attributed  to  their  intellectual 
condition,  are  these  not  indispensable  considerations  to 
the  virtuous  legislator  ?  The  benevolent  designs  of  the 
philanthropist,  and  the  particular  plans  of  the  political 
economist  to  promote  the  general  diffusion  of  education, 
are  mere  instrumental  expedients  in  the  hands  of  the 
legislator ;  and  without  the  aid  of  the  strong  arm  of  gov- 
ernment, must  fall  "still  born,"  and  prove  ineffectual  for 
raising  the  ignorant  from  their  degraded  condition.  The 
object  of  education  is  to  train  the  young  to  usefulness, 
and  to  fit  them  for  that  station,  which  they  are  to  assume 
in  after  life  among  freemen.  Without  a  proper  cultiva- 
tion of  the  moral  and  intellectual  faculties,  this  end  can 
never  be  attained — these  artificial  helps  have  ever  been 

458 


Gov.   Owen  on  Education.  459 

found  to  suffice.  Whilst  other  members  of  this  great 
confederacy  have  been  appropriating  millions  for  the  gen- 
eral concern  of  literature,  and  establishing  schools  for  the 
education  of  their  youth,  thereby  enabling  them  to  keep 
pace  with  the  enlightened  age  in  which  we  live,  has  there 
not  been  a  manifest  dereliction  of  duty  on  the  part  of  those 
who  have  been  entrusted  with  the  regulation  of  the  political 
economy  of  North  Carolina,  that  in  all  its  bounds  there  North  Carolina  is 
never  has  been  established  a  single  institution  for  gratui-  states. 
tons  instruction,  even  in  the  elementary  branches  of  edu- 
cation ?  Fellow  Citizens  of  the  Senate  and  of  the  House 
of  Commons,  should  this  be  so  ?  and  will  you  permit  it  any 
longer  to  be  the  case  ?  Have  we  not  resources  approach- 
ing almost  to  immensity  lavished  upon  us  %  And  if  they 
are  not  properly  applied,  is  it  not  time  to  raise  a  protesting 
voice  against  a  species  of  economy,  which  has  so  long  kept  our  so-caiied  econ- 
the  poor  in  ignorance,  and  the  State  in  poverty?     Fully  poor  in  ignorance 

7,  ,         .    .  ,  „    ,        ,       .  ,.    ,      ,         \        and  the  State  in 

sensible  of  the  arduous  nature  ot  the  duties  which  devolve  poverty. 
upon  the  Legislature — of  the  difficulty  of  reconciling  the 
views  even  of  those  most  friendly  to  the  establishment  of 
primary  schools  for  the  instruction  more  particularly  of 
the  poor,  we  may  yet  be  consoled  by  the  reflection,  that 
the  path  is  not  an  untried  one,  but  has  led  other  Legisla- 
tures to  the  happiest  results,  by  ameliorating  the  condition 
of  society,  establishing  correct  habits,  morals  and  religion, 
always  under  the  dominion  of  education — and  these  are 
the  only  sure  conservators  of  the  government  under  which 
we  live.  In  the  archives  of  the  State,  you  have  abundant 
materials  from  which  to  compile  a  system  for  North  Caro- 
lina, for  the  gratuitous  public  instruction  of  the  youth  of 
the  State.  If,  in  such  a  system,  it  be  necessary  to  tax  Tax  on  the  rich  for 
the  wealthy  for  the  benefit  of  the  poor,  it  is  in  the  nature  iepoorjus 
of  things  that  it  should  be  so,  and  it  should  be  recollected 
that  it  is  the  latter,  who  are  oftener  called  on  to  fight  the 
battles  of  their  country. 

The  University  of  the  State  should,  in  connection  with  piea  for  aid  to  the 
primary  schools,  also  claim  the  fostering  care  of  the  Legis- 


460  Gov.   Owen  on  Education. 

lature.  For  this  institution,  spacious  buildings  have  been 
erected,  extensive  and  valuable  libraries  have  been  col- 
lected, costly  chemical  and  philosophical  apparatus  have 
been  procured,  by  which  the  professors  are  enabled  to  com- 
municate instruction  in  the  elevated  branches  of  learning 
and  science  with  more  ease ;  and  these  have  been  effected 
in  no  small  degree  by  private  contribution.  After  having 
struggled  through  many  years  for  a  precarious  existence, 
until  it  has  attained  to  a  lofty  eminence  among  the  col- 
leges of  our  country,  the  trustees  are  reduced  to  the  neces- 
sity of  abandoning  it  altogether,  or  of  turning  it  over  to 
the  Legislature  of  our  country.  The  last  alternative  has 
been  adopted.  To  you,  many  of  whom  have  received  your 
dearest  and  most  valuable  inheritance  within  its  conse- 
crated walls,  they  are  about  to  surrender  their  trust ;  and 
with  that,  "this  child  of  the  constitution,"  which,  if  cher- 
ished as  it  should  be,  must  become  the  great  moral  engine 
of  supplying  the  halls  of  our  Legislature,  the  Bench,  the 
Pulpit,  and  the  Bar,  with  that  learning  and  talent,  which, 
without  it,  will  be  looked  for  in  vain  from  other  j)arts  of 
the  State,  and  must  be  supplied  from  abroad.  There  can 
be  no  better  test  of  the  enlightened  wisdom  of  a  nation, 
than  the  extent  and  sufficiency  of  its  provision  for  the 
mental  and  moral  instruction  of  its  children,  and  we  can 
never  hope  to  establish  for  North  Carolina,  an  elevated 
standard  of  education,  or  even  of  social  and  national  virtue, 
until  the  principles  of  correct  education,  and  their  influ- 
ence upon  society,  shall  have  been  known,  acknowledged 
and  practiced  among  ourselves.  Is  there  not  a  constitu- 
tional injunction  on  the  subject  of  education,  and  this  too, 
founded  on  the  belief  (to  use  no  stronger  term)  that  a 
system  of  general  education,  is  indispensable  to  a  system 
of  general  morality,  and  that  from  these  alone,  we  can 
hope  to  perpetuate  the  free  institutions  of  our  country. 

— House  Journal,  1830-81,  pp.  157  and  158. 


5.    ASSEMBLY  COMMITTEES  OX  EDUCATION. 

Wm.  M.   Sneed,  Granville ;   Try  am  McFarland,  Rich-  senate  committee, 
mond ;  Wm.  D.  Moseley,  Lenoir ;  Clement  Marshall,  An- 
son; Collen  W.  Barnes,  Northampton. 

— Senate  Journal,   1830-31,  p.   lJf.. 

Samuel  T.  Sawyer,  Edenton;  Uriah  W.  S wanner,  Wash-  House  committee. 
ington ;  James  A.  Chesson,  Washington;  Charles  G. 
Speight,  Newbern ;  Xathan  B.  Bush,  Jones ;  Wm.  K. 
Frederick,  Duplin ;  John  P.  Gauze,  Brunswick ;  Thomas 
Hill,  iSTew  Hanover ;  Archibald  Monk,  Sampson ;  William 
Branch,  Franklin ;  William  Clark,  Pitt ;  James  T.  Haley, 
Northampton ;  A.  Weaver,1  Guilford ;  Philip  Irion,  Rock- 
ingham ;  William  H.  Phillips,  Hillsborough ;  Daniel  M. 
Barringer,  Cabarrus ;  Joseph  Allison,  Orange ;  Mordecai 
Fleming,    Surry. 

—House  Journal,  1830-31,  p.  167. 


1  Amos  Weaver  was  later  deprived  of  his  seat  in  the  House  of  Com- 
mons on  the  ground  that  he  was.  at  the  time  of  his  election,  a  min- 
ister of  the  Methodist  church,  and  ineligible  to  a  seat  in  the  Legisla- 
ture, under  section  31  of  the  State  Constitution.  The  history  of  the 
case  may  be  found  in  House  Journal,  1830-31,  pp.  170,  171,  184,  191. 


461 


6.    McFARLAND'S  BILL  TO  EDUCATE  POOR  CHILDREN. 

Bin  introduced.  Wednesday,  Nov.  24,  1830. — Mr.  McFarland  presented 

a  bill  to  provide  for  the  education  of  the  poor  children  in 
the  State  of  North  Carolina ;  which  was  read  the  first  time 
and  passed,  and,  on  motion  of  Mr.  McFarland,  ordered 
to  be  referred  to  the  committee  on  Education. 

■ — Senate  Journal,  1830-31,  p.  19. 
Bm  similar  to  otn-       By  Mr.  McFarland,  a  bill  to  provide  for  the  education 

ers  by  McFarland.        „  ,  .,  ,  ,  -,        o, ,  P  -at     r^         t  rmi 

oi  poor  children  m  the  State  oi  JN.  Carolina.  [Ihe  pro- 
visions of  this  bill  are  precisely  similar  to  those  contained 
in  the  bill  presented  at  the  last  two  or  three  sessions,  on 
this  subject.] 

— Raleigh  Register  Report  of  Proceedings  of  Senate, 
Wednesday,  Nov.  2k,  1830,  in  issue  of  Dec.  2,  1830. 

provisions  of  Legislature. — In  the  Senate,  on  Wednesday,  the  24th 

McFariand-sbiii.  ultim0j  Mr  M'Farland  introduced  a  bill  to  provide  for 
the  education  of  the  poor  children  of  this  State ;  which 
was  read  the  first  time,  passed  and  referred  to  the  commit- 
tee on  Education.  The  provisions  of  the  bill  are  briefly 
these:  That  so  soon  as  the  literary  fund  shall  amount  to 
a  sum  deemed  adequate  for  the  purpose,  that  the  interest 
arising  therefrom  shall  be  paid  over  by  the  Public  Treas- 
urer to  the  county  trustees  of  the  several  counties  in  the 
State,  in  sums  proportioned  to  the  population  and  taxation 
of  the  same,  to  be  by  them  applied  to  the  education  of 
those  only  whose  parents  or  guardians  are  absolutely  desti- 
tute of  the  means  of  paying  their  tuition;  and  such  alone 
as  have  no  visible  property  are  to  be  entitled  to  the  pro- 
visions of  the  bill ;  and  their  children  are  not  to  be  ad- 
vanced in  their  education  beyond  reading,  writing,  Eng- 
lish Grammar  and  Arithmetic.  For  carrying  these  pro- 
visions into  operation,  the  County  Courts  in  each  county 

462 


McJTakland's  School  Bill.  463 

are  to  appoint  two  commissioners,  to  ascertain  the  number 
and  enrol  the  names  of  such  poor  children,  and  enter  them 
in  the  ordinary  way  to  some  school  within  a  reasonable 
distance  of  their  places  of  residence;  to  give  the  teacher 
or  trustees  of  the  school  a  certificate,  shewing  the  names 
and  number  of  scholars  thus  subscribed,  which  shall  be 
paid  by  the  county  trustee. 

— The  Star,  Dec.  2,  1830. 

Friday  rDec.  24,  1830.— Mr.  McFarland,  from  the  com-  Adverse  committee 

'  . -,  n  .  ,  r  .-,-.  report:  bill  laid  on 

mittee  ona  Lducation,  to  whom  was  referred  a  bill  to  pro-  the  table. 
vide  for  t^le  education  of  the  poor  children  of  this  State, 
made  a  report  thereon,  expressing  the  opinion  that  it  is 
inexpedient  at  this  time  to  pass  the  said  bill  into  a  law; 
and,  on  motion  of  Mr.  McFarland,  ordered  that  the  bill 
and  report  be  laid  upon  the  table. 

— Senate  Journal,  1830-31,  p.  88. 

Saturday,   Jan.   1,   1831. — On  motion  of  Mr.   McFar-  Senate  committee 
land,  ordered  that  the  committee  on  Education  and  Pri-  discharged.011 
mary  Schools  be  discharged  during  the  present  session. 

— Senate  Journal,  1830-31,  y.  120. 


7.    ASSEMBLY  RESOLUTIONS  ON  EDUCATION. 

Thursday,  Eov.  28,  1830. — On  motion  of  Mr.  Monk1 : 
Resolved,  That  the  committee  on  Education  be  instruct- 

House  inquiry  .  .      .  , 

about  establishing  ed  to  inquire  into  the  expediency  ol  appropriating  the 
interest  of  the  literary  fund  to  the  education  of  indigent 
children,  and  that  they  report  by  bill  or  otherwise. 

■ — House  Journal,  1830-31,  p.  167. 


New  Hanover  me- 
morial on  schools. 


Aid  to  University 
and  other  schools 
from  Literary 
Fund. 


1  Archibald  Monk,  Sampson. 

Thursday,  Dec.  9,  1830.— Mr.  Thomas  Hill,  |t'-jh  leave, 
presented  the  memorial1  of  sundry  citizens  of  l.i  w  Han- 
over county,  upon  the  establishment  of  common  schools ; 
which  was  read,  and,  on  motion  of  Mr.  Hill,  referred  to 
the  committee  on  Education. 

— House  Journal,  1830-31,  p.  206. 


1  This  memorial  couicl  not  be  found  among  the  Legislative  papers 
of  this  year. 

Thursday,  Dec.  9,  1830. — The  following  resolution,  of- 
fered by  Mr.  Pearson1,  was  read  and  adopted: 

Resolved,  That  the  committee  on  the  University  be  in- 
structed to  inquire  into  the  expediency  of  establishing  a 
Board  of  Commissioners,  to  be  denominated  the  Commis- 
sioners of  Education,  who  shall  have  the  entire  manage- 
ment of  the  finances  of  the  University,  and  such  common 
schools  as  may  be  established ;  and  the  expediency  of  grant- 
ing to  the  University  the  aid  which  its  situation  at  present 
requires,  on  condition  that  the  trustees  will  convey  to  said 
commissioners  all  the  funds  of  the  University,  which,  to- 
gether with  the  literary  fund,  shall  constitute  a  general 
fund  for  education,  out  of  which  the  University  and  such 
other  schools  as  may  hereafter  be  established  by  the  State, 
are  to  be  supported. 

— House  Journal,  1830-31,  pp.  206-207. 


1  R.  M.  Pearson,  Rowan. 


464 


Resolutions  on  Education.  465 

Resolved  that  the  Committee  on  Education  and  Primary  McFariand'sreso- 
Schools  be  instructed  to  inquire  into  the  present  situation  into  condition  of 

Literary  Fund  and 

of  the  Literary  Fund.     As  to  the  amount  of  said  fund,  the  propriety  of  a 

0  _  loan  to  the  Uni- 

How  invested  and  the  time  of  investment.  The  amount  versity. 
of  cash  on  hand,  and  as  to  the  propriety  of  loaning  any 
part  of  said  fund  to  the  trustees  of  the  University.  Also 
as  to  the  propriety  of  appropriating  to  said  fund  any  stock 
or  funds  of  the  State  which  are  not  set  apart  for  any 
specified  object,  in  order  speedily  to  carry  into  effect  the 
laudable  purpose  for  which  it  was  intended.  That  they 
report  the  same  to  this  Legislature1. 

In  Senate  13th  Dec.  1830.     Read  and  agreed  to. 

In  Senate   1st  Jan.   1830.     Read  and  the  Committee 
thereof  discharged  from  the  further  consideration  thereof,  resolution. 

— Senate  Journal,  1830-31,  p.  58. 


1  Introduced  by  Tryam  McFarland,  of  Richmond. 

Wednesday,  Dec.  29,  1830. — Mr.  McFarland  presented  Resolution  t0  use 
the  following  resolution,  viz.  plyKSp^k 

Resolved,  That  the  Public  Treasurer  be  authorized  to 
use  any  part  of  the  Literary  Fund  (should  it  be  necessary) 
for  the  payment  of  contingent  charges  of  government,  and 
the  redemption  of  Treasury  notes  for  the  ensuing  year ; 
and  that  he  refund  the  said  amount  to  the  Literary  Fund, 
and  report  the  same  in  his  annual  report. 

Which  was  read,  and,  on  motion  of  Mr.  McKay1,  ordered 
to  be  laid  upon  the  table. 

— Senate  Journal,  1830-31,  p.  111. 


1  James  J.  McKay,  Bladen. 

Wednesday,  Jan.  5,  1831. — The  resolution  authorizing 
the  Treasurer  to  use  any  part  of  the  Literary  Fund,  was 
taken  up,  on  motion  of  Mr.  McFarland,  read  the  first  time 
and  passed. 

— Senate  Journal,  1830-31,  p.  135. 
30 


Passes  first  reading. 


46b'  Resolutions  on  Education. 

indefinitely  post-         jan.   5    1831. — The  resolution  authorizing  the  Public 

poned.  ° 

Treasurer  to  use  the  Literary  Fund,  if  necessary,  was  read 
the  second  time,  and,  on  motion  of  Mr.  Skinner1,  ordered 
to  be  indefinitely  postponed. 

— Senate  Journal,  1830-31,  p.  138. 


1  Henry  Skinner,  Perquimans. 


8.  INEXPEDIENT  TO  APPROPRIATE  SCHOOL  FUND. 

Friday,  Dec.  17,  1830. — Mr.  Sawyer1,  from  the  corn- House  resolves  not 

_  .  .  ,  , .     to  establish 

mittee  on  Jiducation,  instructed  to  inquire  into  the  expedi-  schools. 
ency  of  appropriating  the  interest  of  the  Literary  Fund 
to  the  education  of  indigent  children,  reported  that  it  is 
not  expedient  at  this  time  to  make  the  contemplated 
appropriation,  and  prayed  to  be  discharged  from  the  fur- 
ther consideration  of  the  subject.  The  report  was  con- 
curred in. 

—House  Journal,  1830-31,  p.  221. 


1  Samuel  T.  Sawyer,  Edenton. 


467 


Resolution  to 
replace  shortage  in 
Literary  Fund. 


9.    McFARLAND'S  BILL  TO  INCREASE  LITERARY  FUND. 

Wednesday,  Dec.  22,  1830. — Mr.  McFarland,  from  the 
committee  on  Education  and  Primary  Schools,  to  whom 
was  referred  a  resolution  instructing  them  to  inquire  into 
the  present  state  of  the  Literary  fund,  made  a  report 
thereon,  accompanied  by  the  following  resolution,  viz. 

Resolved,  That  the  public  Treasurer  be  authorized  to 
transfer  to  the  Literary  fund,  the  sum  of  twenty-eight 
thousand  one  hundred  and  eighty-four  dollars  thirty-two 
and  a  half  cents,  and  all  interest  that  has  or  may  accrue 
on  said  sum,  it  being  an  amount  due  from  the  late  Treas- 
urer John   Haywood. 

Which  being  read,  was,  on  motion  of  Mr.  Wilson1,  or- 
dered to  be  laid  upon  the  table,  and  on  motion  of  Mr.  Mc- 
Farland,  ordered  that  the  report  be  printed,  one  copy  for 
each  member  of  the  Legislature. 

— Senate  Journal,  1830-31,  p.  81. 


1  Louis  D.  Wilson,  Edgecombe. 

Passes  Senate.  On  motion  of  Mr.  McFarland,  the  resolution  concerning 

the  Literary  Fund  was  taken  up,  read  and  adopted,  and 
ordered  to  be  engrossed. 

— Senate  Journal,  1830-31,  p.  91. 

Bin  introduced.  Wednesday,  Dec.  22,  1830. — Mr.  McFarland  presented 

a  bill  for  the  promotion  of  the  Literary  Fund ;  which  was 
read  the  first  time  and  passed. 

— Senate  Journal,  1830-31,  p.  82. 


Fees  for  attorney's 
licenses  to  go  to 
Literary  Fund. 


A  Bill  for  the  further  promotion  of  the  Literary  Fund. 

Be  it  enacted  by  the  General  Assembly  of  the  State  of 
North  Carolina  and  it  is  hereby  enacted  by  the  authority 
of  the  same,  That  from  and  after  the  passage  of  this  act, 

468 


McFaeland's  Bill  to  Increase  School  Fund.  469 

that  all  tax  fees  paid  by  attorneys  for  Licenses  in  the 
different  Counties  of  the  State,  shall  be  paid  the  Clerk  of 
the  County  in  which  such  license  is  obtained,  and  the 
amount  so  collected  by  said  Clerk  shall  be  paid  over  to  the 
Publick  Treasurer  of  the  State  as  other  publick  monies, 
and  by  him  applied  to  the  Literary  Fund,  and  the  sum 
shall  constitute  a  part  of  the  capital  stock  of  said  fund, 
any  law  to  the  contrary  not  withstanding1. 

— Unpublished  Legislative  Documents,  1830-1. 

In  Senate  22nd.  Dec.  1830.     Read  the  first  time,  and 
passed. 

In  Senate  5th.  Jan.  1831.     Read  the  second  time  and  bhi  fails, 
on  motion  of  Mr.  Meares2,  ordered  to  be  indefinitely  post- 
poned. 

— See  Senate  Journal,  1830-31,  p.  138. 


1  Introduced  by  Tryam  McFarland,  Richmond. 

2  William  B.  Meares,  of  New  Hanover. 


10.    MONK'S  BILL  TO  INCREASE  THE  LITERARY  EUND. 

Wednesday,  Dec.   22,   1830. — Mr.   Monk1,  with  leave, 

House  bill  intro-  •> '  '  '  ' 

duced  and  rejected.  presented  a  bill  to  increase  the  Literary  Fund;  which  was 
read  the  first  time  and  rejected. 

— House  Journal,  1830-31,  p.  231. 

A  Bill  to  increase  the  literary  fund. 

The  bill ;  certain  Be  it  enacted  by  the  General  Assembly  of  the  State  of 
Literary  Fundf  °  North  Carolina,  and  it  is  hereby  enacted  by  the  authority 
of  the  same,  that  seven  Hundred  and  four  shares  of  the 
stock  owned  by  the  State  in  the  Bank  of  Cape  Fear,  and 
three  Hundred  and  fifty  nine  shares  of  the  stock  owned  by 
the  State  in  the  Bank  of  JSTewbern  be  and  the  same  is 
hereby  appropriated  and  set  apart  to  the  literary  fund. 

— Unpublished  Documents,  1830-1. 


Archibald  Monk,  Sampson. 


470 


11.  LOAN  ASKED  FOR  OXFORD  ACADEMY. 

Saturday,  Dec.  18,  1830. — Mr.  O'Brien  presented  theMnnn  \   . , 

J  '  L  83,000  asked  from 

memorial  of  sundry  citizens  of  Granville  county,  praying  Literary  Fund- 
a  loan  out  of  the  literary  fund,  of  the  sum  of  three  thou- 
sand dollars,  to  aid  the  Literary  and  Military  Academy  at 
Oxford  ;  which  was  read  and  referred  to  a  select  commit- 
tee, consisting  of  Messrs.  O'Brien,  Gary,  Jones,  A.  W. 
Wooten,  and  Bush1. 

— House  Journal,  1830-81,  p.  228. 


1  Spencer  O'Brien,  Granville;  Roderick  B.  Gary,  Northampton; 
John  F.  Jones,  Carteret;  Allen  W.  Wooten,  Lenoir;  Nathan  B.  Bush, 
Jones. 

Friday,  Dec.  23,  1830.— Mr.  O'Brien,  from  the  select 

Committee  make 

committee  to  whom  was  referred  the  memorial  in  relation  favorable  report, 
to  the  Oxford  Military  Academy,  leported  a  resolution  in 
favor  of  Daniel  H.  Bingham,  authorizing  a  loan  out  of 
the  literary  fund  of  $3,000 ;  which  was  read  the  first  time 
and  passed. 

—House  Journal,  1830-31,  p.  235. 

Saturday,  Jan.   1,   1831. — The  resolution  in  favor  of 

Loan  fails. 

Daniel  H.  Bingham  was  read  the  second  time,  amended, 
and,  on  Mr.  Blair's1  motion,  indefinitely  postponed. 

— House  Journal,  1830-31,  p.  259. 


1  George  Blair,  Chowan. 


471 


12.    BILL  TO  COLLECT  SCHOOL  STATISTICS. 


Bill  introduced. 


Tax  listers  to 
gather  school  sta- 
tistics ;  number 
not  attending 
school  and  adult 
illiterates  to  be 
ascertained. 


Report  to  the 
Governor  by 
county  clerks. 


Compensation. 


Thursday,  Dec.  23,  1830.— Mr.  Thomas  Hill1  presented 
a  bill  to  collect  information  relative  to  schools  in  the 
several  counties  in  this  State ;  which  was  read  the  first 
time  and  passed. 

— House  Journal,  1830-31,  p.  23k. 

A  Bill  to  collect  information  relative  to  schools  in  the 
several  Counties  of  this  State. 

Be  it  enacted  by  the  General  Assembly  of  JSTorth  Caro- 
lina, and  it  is  hereby  enacted  by  the  authority  of  the  same, 
That  it  shall  be  the  duty  of  each  and  every  person  ap- 
pointed in  the  several  Counties  in  this  State  to  take  the 
lists  of  taxable  property  during  the  month  of  July  next  to 
collect  information  relative  to  the  number  of  schools  in 
the  districts  for  which  they  may  be  respectively  appointed, 
the  number  of  scholars  attending  each  school,  the  different 
branches  of  education  taught  therein,  the  number  of  chil- 
dren in  their  respective  districts  who  from  any  Cause 
do  not  possess  the  opportunities  of  acquiring  a  Common 
English  education,  and  the  number  of  adults  who  are 
ignorant  of  the  Common  branches  of  education,  and  return 
all  such  information  to  the  Clerk  of  the  Court  of  Pleas 
and  Quarter  Sessions  for  the  Counties  in  which  they  re- 
spectively reside. 

Be  it  further  enacted,  That  it  shall  be  the  duty  of  each 
and  every  Clerk  of  the  Court  aforesaid  to  transmit  all  such 
information  as  he  may  receive  in  manner  aforesaid  to- 
gether with  such  other  information  as  they  may  derive 
from  authentic  sources  relative  to  the  aforesaid  subject  to 
the  Governor  of  the  State  who  shall  lay  the  same  before 
the  General  Assembly  at  the  next  annual  session. 

And  be  it  further  enacted  that  the  clerks  of  the  several 
Courts  of  Pleas  and  Quarter  Sessions  in  this  State  shall 


1  New  Hanover. 


472 


Bill  to  Collect  School  Statistics.  473 

each  be  allowed  the  sum  of  one  dollar  for  making  the  re- 
turns as  in  this  act  directed. 

— Unpublished  Documents,  1830-1. 

Tuesday,  Dec.  28,  1830.— The  bill  to  collect  inform  a-  Bm  fails  t0  p** 
tion  relative  to  schools  in  the  several  counties  in  this  State, 
was  read  the  second  time,  and,  on  motion  of  Mr.  Edmon- 
ston1,  postponed  indefinitely. 

— House  Journal,  1880-31,  p.  2Jh6. 


"■  Ninian  Edmonston,  Haywood. 


13.    LITERARY  FUND  RECEIPTS  1830. 

The  balance  of  cash  remaining  in  the  Treas- 
urer's hands  unexpended,  to  the  1st  of 
November,  1829,  as  reported  to  the  Gen- 
eral Assembly  of  that  year $17,029 .  24£ 

Receipts  from  the  first  of  November,  1829, 
to  the  first  of  November,  1830,  consists 
of  the  following  items: 
Cash    for   entries    of   vacant 

lands $6,636.00 

Tavern  tax 2,782 .  66 

Auction  tax   394. 12 

$9,812.78 

Cash  received  of  State  Bank  of  N.  C, 
dividend  on  282  shares  of  stock  belong- 
ing to  this  fund,  at  3  per  centum,  for  12 
months  ending  with  December,  1829.  .  .  .  846.00 

Ditto  State  Bank  of  North  Carolina,  divi- 
dend on  the  above  shares  of  stock,  at  2 
per  centum,  for  6  months  ending  with 
June,   1830    564.00 

Ditto  Bank  of  Cape  Fear,  dividend  on  50 
shares  of  stock  belonging  to  this  fund,  for 
6  months  ending  1st  January,  1830,  at 
2  per  centum 100.  00 

Ditto  Bank  of  Cape  Fear,  dividend  on  704 
shares  of  stock,  at  2  per  centum,  for  6 
months  ending  1st  January,  1830,  which 
is  appropriated  to  this  fund 1,408.00 

Ditto  Cape  Fear  Navigation  Company, 
dividend  on  the  shares  of  stock  belonging 
to  the  State,  and  money  expended,  as  de- 
clared by  the  said  company,  and  payable 
Januarv,  1830 392 .  86 


Aggregate  amount 30,152 .  88-J 

474 


Literary  Fund  Receipts.  475 

Agricultural  Fund 1,218 .  64 

Cash    received    from    judgments    obtained 

against  Clerks  and  Clerks  and  Masters, 

and  on  returns  made  by  them  to  the  first 

of  November,  1830 $1,529.67 

Deduct    disbursements     during 

the  period,  for  which  vouch- 
ers   have    been    delivered    to 

Comptroller  and   allowed...  311.03 

Total  amount  of  receipts $31,371,524 

— From  Treasurer's  Report  to  Legislature^  1830. 


14.    DISBUBSEMENTS  OF  STATE  TBEASUEY  1830. 

General  Assembly $39,927 .  52 

Executive  Department 2,300.00 

Treasury  Department 2,000 .  00 

Department  of  State 1,122  .  00 

Comptroller's  Department    1,000.00 

Adjutant  General's  Office 200 .  00 

Public  Printers 900.00 

Judiciary 24,567 .  00 

Sheriffs  for  settling  taxes 1,013 .  15 

Congressional  Elections    93 .  32 

Repairs  of  State  House 1,111 .  53 

Public  Library    100 .  00 

State  Bank  of  N.  C,  interest  on  deferred 

payment 3,356  .  24 

Pensioners 930 .  00 

Governor's  House    13 .  10 

Stock  in  Roanoke  Navigation  Company.  .  .  9,500.00 

Treasury  Notes  burnt,  session  1829 19,971 .85^ 

Money  burnt    123 .  20 

Contingencies 6,081 .  30 

Wm.  M.  Sneed,  agent  appointed  by  the 
Governor  under  the  resolution  of  1829, 
to    adjust    and    liquidate    the    claim    of 

the  State  against  the  United  States 1,000.00 

Bogue  Banks   59 .  10 


Total $115,369 .  37| 

-From  Treasurer' s  Report  to  Legislature,  1830. 


476 


15.     SLAVES  MUST  NOT  BE  TAUGHT  TO  BEAD  AND  WBITE. 

Committee    on    Slavery    and    Free    Persons    of    Color,  senate  committee. 
William  B.  Meares,  New  Hanover ;  AVilliam  Montgomery, 
Orange ;  Richard  D.  Speight,  Craven ;  Marshall  Dickin- 
son, Pitt;  Louis  D.  Wilson,  Edgecombe. 

Thomas  Hill,  New  Hanover;  Robert  McAfee,  Ruther-  House  committee, 
ford;  William  Wadsworth,  Moore;  Josiah  Holder,  John- 
ston; D.  M.  Barringer,  Cabarrus. 

— Senate  Journal,  1830-31,  pp.  1^-15. 

Dec.  1,  1830. — Mr.  Meares,  from  the  joint  select  com-  Titles  of  wiis  re- 
mittee, to  whom  was  referred  so  much  of  the  Governor's  yent"iaveTfronire 

,  ,  i      i  •  ■  e    e  being  taught  to 

message  as  relates  to  slaves  and  the  situation  oi  tree  per-  read  and  write. 
sons  of  colour  in  this  State,  made  a  detailed  report  thereon, 
accompanied  by  the  following  bills,  to  wit :  A  bill  to  pre- 
vent the  gaming  of  slaves,  and  to  prevent  free  persons 
from  gaming  with  them  or  suffering  them  to  game  in 
their  houses ;  a  bill  to  prevent  the  circulation  of  seditious 
jmblications  and  for  other  purposes ;  a  bill  to  prevent 
slaves  from  attending  muster  or  election  grounds  on  the 
days  of  muster  or  election ;  a  bill  to  prevent  all  persons 
from  teaching  slaves  to  read  or  write,  figures  excepted ; 
a  bill  to  reinact  a  part  of  the  first  section  of  an  act. 
passed  in  the  year  1787,  chapter  11th,  entitled  an  act  for 
hiring  out  persons  on  indictment  or  presentment,  not  be- 
ing able  or  willing  to  pay  the  fees  of  office  and  jailor's 
fees ;  a  bill  to  amend  the  several  laws  in  this  State  con- 
cerning slaves  and  free  negroes ;  and  a  bill  to  regulate 
the  emancipation  of  slaves ;  which  bills  were  severally 
read  the  first  time  and  passed. 

— Senate  Journal  1830-31,  p.  33. 

The  joint  select  Committee,  to  whom  was  referred  so  The  report. 

477 


47S 


Slaves  Must  ISTot  be  Taught  to  Read. 


Combination  to 

excite  slaves. 


Plans  to  subvert 
slave  relations 
formed. 


much  of  the  Governor's  Mesage,  as  relates  to  slaves  and 
free  persons  of  Colour — 

Report,  That  after  as  careful  an  examination  into 
facts,  as  time  and  circumstances  would  permit,  they  are 
satisfied,  an  extensive  combination  now  exists  to  excite  in 
the  minds  of  the  slaves  and  coloured  persons  of  this,  and 
the  other  slave  holding  States,  feelings  and  opinions  sub- 
versive of  good  order,  and  utterly  incompatible  with  the 
relation  in  which  we  stand  towards  that  class  of  our  popu- 
lation. 

Your  Commitee  are  fearful,  impressions  have  already 
been  made  which  will  not  easily  be  effaced :  and  that  under 
the  delusion  of  these  impresions,  designs  have  been  cer- 
tainly contemplated,  and  perhaps  plans  actually  formed, 
to  subvert  the  relation  of  master  and  slave.  To  such  a 
state  of  things  your  committee  cannot  look,  but  with  feel- 
ings of  horror  more  easily  conceived,  than  expressed.  The 
actual  detection  of  the  circulation  of  the  incendiary  publi- 
cation, (a  copy  of  which  is  transmitted  to  this  Legisla- 
ture) and  the  accidental  but  partial  discovery  of  designs, 
perhaps  not  fully  developed  or  digested,  which  have  been 
entertained  by  some  slaves  at  points  of  the  State  remote 
from  each  other,  together  with  the  disclosure  of  facts  rela- 
tive to  those  designs,  leave  no  doubt  on  the  minds  of  your 
Committee,  that  the  time  has  arrived  when  it  becomes  the 
bounden  duty  of  the  Legislature,  from  which  it  would  be 
criminal  to  shrink,  to  act  with  firmness  and  decision  in  so 
regulating  our  police,  as  will  insure  our  own  safety,  and 
duly  punish  all  attempts  to  invade  it.  "It  is  fruitless  to 
complain  of  the  relation  between  Master  and  Slave."  It 
is  a  state  of  things  thrown  upon  us,  not  by  our  own  con- 
sent ;  an  evil  which  it  is  impossible  at  present,  to  remedy, 
and  which  we  must  therefore  guard  with  all  those  barri- 
ers which  stern  policy  may  dictate.  In  the  condition  of 
slavery  there  can  be  no  medium  state.  Submisison  and 
obedience  must  be  absolute  and  unconditional,  or  slavery 


Slaves  Must  Not  be  Taught  to  Read.  479 

must  cease.  And,  when  we  observe  the  radical  difference 
between  the  ideas,  the  deportment  and  habits  of  the  slaves 
of  the  present  day,  and  those  of  twenty  years  since,  we 
are  led  justly  to  fear,  that  unless  some  change  in  our  gen- 
eral police  is  effected,  the  most  ruinous  consequences  may 
be  apprehended. 

One  source  of  great  evil  which  suggests  itself  to  your  Teaching  slaves  to 

_  .  read  and  write  one 

committee  and  from  which  the  most  serious  danger  may  be  cause  of  the  present 

°  •>  troubles. 

apprehended,  is,  the  teaching  slaves  to  read  and  write ; 
thereby  affording  them  facilities  of  intelligence  and  com- 
munication, inconsistent  with  their  condition,  destructive 
of  their  contentment  and  happiness,  and  dangerous  to  the 
community.  To  prevent  these  evils  and  the  further  dis- 
semination of  inflammatory  and  seditious  publications  and 
the  consequent  contamination  of  the  minds  of  our  slaves, 
your  Committee  have  reported  two  bills ;  one  to  prevent 
the  circulation  of  seditious  pamphlets  and  other  publica- 
tions ;  and  the  other  to  render  it  criminal  to  teach  slaves 
to  read  and  write.  The  frequent  intercourse  between  free 
negroes  from  non-slave  holding  States  and  our  slaves  is 
another  source  of  evil,  sedulously  to  be  avoided.  As  some 
entertain  doubts  as  to  our  constitutional  rights,  entirely 
to  prohibit  their  coming  into  our  State,  at  least  as  mari- 
ners, and  for  a  limited  time,  your  Committee  have  pur- 
sued the  policy  of  a  sister  State,  and  thought  it  advisable 
to  throw  such  obstacles  in  the  way  of  vessels  bringing  them 
into  the  State,  as  will  induce  their  owners  and  officers  to 
desist  from  their  employment ;  and  have  reported  a  bill 
having  that  tendency. 

Various  other  points  of  policy,  in  regulating  the  general 
conduct  of  slaves  and  free  persons  of  colour,  and  their 
intercourse  with  each  other,  and  with  our  white  popula- 
tion, have  suggested  themselves  to  your  Committee,  to 
remedy  and  provide  for  a  part  of  which,  Bills  are  here- 
with reported,  and  their  pasage  recommended :  others  not 
vet  digested,  are  vet  under  consideration  and  will  as  soon 


480 


Slaves  Must  Not  be  Taught  to  Read. 


Bill  on  second 
reading-  in  Senate. 


as  practicable  be  acted  on  and  brought  before  the  Legis- 
lature. 

All  which  is  respectfully  submitted, 

Dec.  1,  1830.  Wm.  B.  Meares,  Chm. 

— From  Unpublished  Legislative  Documents,  1830-31 

Subsequent  Legislative  History  of  the  Bill  in  Senate. 
Dec.  7,  1830. — The  bill  to  prevent  all  persons  from  teach- 
ing slaves  to  read  or  write,  the  use  of  figures  excepted,  be- 
ing read  the  second  time,  Mr.  Dick1  moved  to  amend  the 
bill  by  striking  the  words  "read  or,"  in  the  fifth  line  of 
the  first  section ;  which  amendment  was  not  agreed  to. 
Mr.  Dick  moved  further  to  amend  the  bill  by  adding  the 
following  additional  section,  towit :  "that  the  provisions 
of  this  act  shall  not  extend  to  the  county  of  Guilford" ; 
which  amendment  was  also  not  agreed  to,  and  the  bill  was 
read  the  second  time  and  passed. 

— Senate  Journal,  1830-31,  p.  1/.6. 


1  John  M.  Dick,  Guilford 


Bill  on  third  read- 
ing in  Senate. 


Dec.  9,  1830. — The  bill  to  prevent  all  persons  from 
teaching  slaves  to  read  or  write,  the  use  of  figures  ex- 
cepted, being  read  the  third  time,  Mr.  Dick  moved  to  lay 
the  bill  upon  the  table;  which  was  not  agreed  to.  Mr. 
Montgomery  moved  to  amend  the  bill  by  striking  out  the 
words  "read  or,"  in  the  fifth  line  of  the  first  section; 
which  amendment  was  not  agred  to.  Mr.  McFarland 
moved  further  to  amend  the  bill  by  adding  the  following 
as  an  additional  section,  viz.  "And  be  it  further  enacted, 
that  this  act  shall  not  be  in  force  until  after  the  first  day 
of  May  next" ;  which  amendment  was  not  agreed  to,  and 
the  bill  was  thereupon  read  the  third  time  and  passed, 
and  ordered  to  be  engrossed — ayes  36,  noes  22.  The  ayes 
and  noes  being  demanded  by  Mr.  Montgomery,  are  as  fol- 
lows, to-wit : 

480 


Slaves  Must  Not  be  Taught  to  Read,  481 

Those  who  voted  in  the  affirmative,  are  Messrs.  George  Ayes  and  noes. 
O.  Askew,  Bertie ;  Collen  W.  Barries,  Northampton ;  John 
B.  Beasley,  Tyrrell;  Wm.  W.  Boddie,  Nash;  David  W. 
Borden,  Carteret ;  Wm.  W.  Cowper,  Gates ;  John  Crump, 
Montgomery ;  Samuel  Davenport,  Washington ;  Marshall 
Dickinson,  Pitt;  Edward  C.  Gavin,  Sampson;  William  R. 
Hall,  Brunswick;  John  H.  Hawkins,  Warren;  John  Hill, 
Stokes ;  Charles  L.  Hinton,  Wake ;  Shadrach  Howell, 
Robeson ;  Edmund  Jones,  WTilkes ;  Jonathan  J.  Lindsay, 
Currituck;  Risden  M.  McDaniel,  Jones;  John  McEntire, 
Rutherford ;  Tryam  McFarland,  Richmond ;  Isham  Math- 
ews, Halifax ;  Wm.  B.  Meares,  New  Hanover ;  Stephen 
Miller,  Duplin ;  Wm.  D.  Moseley,  Lenoir ;  Wyatt  Moye, 
Greene ;  Wm.  Murchison,  Cumberland ;  Joseph  Ramsey, 
Chatham;  Richard  D.  Speight,  Craven;  Wm.  Selby,  Sr., 
Hyde ;  Luke  R.  Simmons,  Columbus ;  Wm.  M.  Sneed, 
Granville ;  Walton  ;  Edward  Ward,  Ons- 
low ;  William  P.  Williams,  Franklin ;  Jos.  J.  Williams, 
Martin ;  Louis  D.  Wilson,  Edgecombe. 

Those  who  voted  in  the  negative,  are  Messrs.  Abraham 
Brower,  Randolph ;  Pinkney  Caldwell,  Iredell ;  John  M. 
Dick,  Guilford ;  Wm.  P.  Dobson,  Surry ;  James  Gudger, 
Buncombe ;  James  W.  Guinn,  Macon ;  Jacob  Hare,  Hert- 
ford ;  Ransom  Harris,  Davidson ;  Jos.  B.  Hinton,  Beau- 
fort ;  Daniel  Hoke,  Lincoln ;  James  Kerr,  Caswell ;  Alex- 
ander McNeill,  Moore ;  Robert  Martin,  Rockingham ; 
Clement  Marshall,  Anson;  Christopher  Melchor,  Cabar- 
rus ;  William  Montgomery,  Orange ;  David  Newland, 
Burke ;  John  Ray,  Ashe ;  Gabriel  Sherard,  Wayne ;  Henry 
Skinner,  Perquimans ;  Robert  Vanhook,  Person ;  William 
Welch,  Haywood. 

— Senate  Journal,  1830-31,  p.  51. 


31 


482  Slaves  Must  Not  be  Taught  to  Read. 

History  of  the  Bill  in  the  House.  Dec.  22,  1830. — The 
engrossed  bill  to  prevent  all  persons  from  teaching  slaves 
to  read  or  write,  the  use  of  figures  excepted,  was  read  the 
second  time1.  Mr.  Worth  moved  to  strike  out  of  the  bill 
the  words  "to  read."  The  question  thereon  was  decided 
in  the  negative — yeas  30,  nays  93.  The  yeas  and  nays 
called  for  by  Mr.  Stedman. 

Those  who  voted  in  the  affirmative  were  Messrs.  John 

Second  reading  in 

andnoesSe;  ayes     ®-  Earnhardt,  Cabarrus;  Daniel  M.  Barringer,  Cabarrus; 
Jos.  M.    Bogle,    Iredell ;    Alexander   Buie,    Cumberland ; 
Alney  Burgin,  Burke ;  James  Calloway,  Ashe ;  Willis  D. 
Dowd,  Moore;  Isham  A.  Dumas,  Richmond;  Ninian  Ed- 
monston,    Haywood ;    Joseph   Ellison,    Orange ;    Elias   A. 
Hooper,  Burke ;  James  M.  Billy,  Montgomery ;  Andrew 
H.   Loretz,  Lincoln;    George    C.   Mendenhall,  Guilford 
Alfred    C.   Moore,   Surry;  William    A.   Morris,  Anson 
James    Murphey,    Richmond ;    Allen    Peoples,    Guilford 
Bartlett  Shipp,  Lincoln;  Nathaniel  G.  Smith,  Chatham 
Jos.  Spurgin,  Davidson ;  Caleb  Stephens,  Columbus ;  John 
Stockard,    Orange ;     Thomas     Tatham,    Macon ;    James 
Weaver,  Buncombe ;  Joseph  White,  Anson ;  Jas.  Whita- 
ker,    Macon ;    W.    W.    Wiseman,    Davidson ;    Jonathan 
Worth,  Randolph ;  James  Wyche,  Granville — 30. 

Those  who  voted  in  the  negative,  were  Messrs.  W.  J. 
Alexander,  Mecklenburg;  E.  Alexander,  Mecklenburg; 
Richard  Allison,  Iredell ;  Joseph  Arrington,  Nash ;  W.  D. 
Barnard,  Currituck;  Daniel  L.  Bateman,  Tyrrell;  John 
Bragg,  Warren;  Wm.  Branch,  Franklin;  Joseph  J. 
Brooks,  Chatham ;  John  Brown,  Robeson ;  Abraham 
Brower,  Randolph ;  John  M.  Bryan,  Craven ;  Nathan  B. 
Bush,  Jones ;  Isaac  Carter,  Hertford ;  James  A.  Chesson, 
Washington ;  Wm.  Clark,  Pitt ;  Wm.  Clemons,  Pitt ; 
Jesse  Cooper,  Martin ;  Owen  B.  Cox,  Jones ;  Stephen 
Dodson,  Caswell ;  Wm.  Donnell,  Rockingham ;  Thos. 
Dozier,  Camden ;  Mordecai  Fleming,  Surry ;  Hardy  Flow- 


1  Passed  first  reading  in  the  House  on  Dec.  10,  1830,  without  divi- 
sion.    See  House  Journal,  1830-31,  p.  209. 


Slaves  Must  Not  be  Taught  to  Read.  483 

ers,  Edgecombe ;  Frederick  Foy,  Onslow ;  Roderick  B. 
Gary,  Northampton;  Alexander  F.  Gaston,  Craven;  John 
P.  Gause,  Brunswick ;  Gideon  Glenn,  Franklin ;  Abner 
H.  Grandy,  Camden;  L.  A.  Gwyn,  Caswell;  Jas.  T.  Ha- 
ley, Northampton ;  James  Harper,  Greene ;  Louis  D. 
Henry,  Fayetteville ;  J.  A.  Hill,  Wilmington ;  Thomas 
iJiUpTsTew  Hanover;  Robt.  C.  Hilliard,  Nash ;  Josiah 
Holder,  Johnston ;  W.  Horton,  Wilkes ;  J.  Horton,  Ashe ; 
Philip  Irion,  Rockingham ;  Wm.  Jackson,  Chowan ;  Fos- 
ter Jarvis,  Hyde ;  John  F.  Jones,  Carteret ;  Reuben  Ken- 
dall, Montgomery ;  Wm.  S.  Larkins,  New  Hanover ;  Thos. 
Lawson,  Person;  Benj.  S.  Leonard,  Brunswick;  Gray 
Little,  Edgecombe ;  Salter  Lloyd,  Bladen ;  Wm.  L.  Long, 
Halif  axtown ;  James  R.  Love,  Haywood ;  Thos.  Marshall, 
Carteret ;  Alex.  W.  Mebane,  Bertie ;  Arch.  C.  Monk, 
Sampson;  Benj.  Mullen,  Perquimans;  Robert  McAfTee, 
Rutherford ;  Thos.  McGehee,  Person ;  John  W.  McMillan, 
Bladen ;  Alexander  McNeill,  Cumberland ;  Thomas  Nich- 
olson, Halifax]  Spencer  O'Brien.  Granville;  William 
Orr,  Buncombe ;  Richmond  Pearson,  Rowan ;  Wm.  H. 
Phillips,  Hillsborough ;  Thos.  G.  Polk,  Rowan ;  John  Pur- 
cell,  Robeson;  Nathaniel  G.  Rand,  Wake;  John  W.  Sas- 
ser,  Wayne;  Samuel  T.  Sawyer,  Edenton;  Benj.  Sikes, 
Tyrrell;  Benj.  T.  Simmons,  Currituck;  Thomas  S.  Sin- 
gleton, Hyde ;  John  M.  Skinner,  Pasquotank ;  Dickson 
Sloan,  Sampson ;  Charles  G.  Spaight,  Newbern ;  W.  W. 
Stedman,  Gates ;  Uriah  W.  Swanner,  Washington ;  Elisha 
Uzzell,  Greene ;  William  Wadsworth,  Moore ;  Ransom 
Walker,  Warren ;  Wm.  Watts,  Martin ;  James  M.  Webb, 
Rutherford ;  John  H.  Wheeler,  Hertford ;  Keder  Whit- 
ley, Johnston ;  John  W.  Williams,  Beaufort ;  Thos.  Wil- 
son, Perquimans ;  John  Willey,  Gates ;  Jos.  W.  Winston, 
Stokes ;  Council  Wooten,  Lenoir ;  Allen  W.  Wooten,  Le- 
noir ;  Wm.  Wright,  Duplin ;  Leonard  Ziglar,  Stokes — 93. 

Mr.  Moore  moved  that  the  bill  be  postponed  indefinitely.  Amendments 

.  .  attempted. 

Ihe    question   thereon   was    determined    in   the   negative. 


484  Slaves  Must  Not  be  Taught  to  Read. 

Mr.  J.  Whitaker  moved  that  nothing  therein  "contained 
shall  apply  to  the  county  of  Macon."  This  amendment 
was  rejected.  The  bill,  on  motion  of  Mr.  Bynum  and  Mr. 
Barnard,  was  amended,  and  the  question  was  then  put, 
shall  the  bill  pass  its  second  reading,  as  amended  ?  and 
decided  in  the  affirmative — yeas  85,  nays  27.  The  yeas 
and  nays  demanded  by  Mr.  Edmonston1. 

— House  Journal,  1830-31,  p.  231. 


1  The  bill  passed  third  reading  without  division.     See  House  Jour- 
nal, 1830-31,  pp.  238  and  243. 

An  act  to  prevent  all  persons  from  teaching  slaves  to 
read  or  write,  the  use  of  figures  excepted. 
Theiact.  Whereas  the  teaching  of  slaves  to  read  and  write  has  a 

tendency  to  excite  dissatisfaction  in  their  minds  and  to 
produce  insurrection  and  rebellion,  to  the  manifest  injury 
of  the  citizens  of  the  State :    THEREFORE, 

Be  it  enacted  by  the  General  Assembly  of  the  State  of 
North  Carolina,  and  is  hereby  enacted  by  the  authority  of 
the  same,  That  any  free  person,  who  shall  hereafter  teach 
or  attempt  to  teach,  any  slave  within  this  State  to  read 
or  write,  the  use  of  figures  excepted,  or  shall  give  or  sell 
to  such  slave  or  slaves  any  books  or  pamphlets,  shall  be 
liable  to  indictment  in  any  court  of  record  in  this  State 
having  jurisdiction  thereof;  and,  upon  conviction,  shall, 
at  the  discretion  of  the  court,  if  a  white  man  or  woman, 
be  fined  not  less  than  one  hundred  dollars,  nor  more  than 
two  hundred  dollars,  or  imprisoned ;  and  if  a  free  person 
of  color,  shall  be  fined,  imprisoned  or  whipped,  at  the 
discretion  of  the  court,  not  exceeding  thirty-nine  lashes, 
nor  less  than  twenty  lashes. 

II.  Be  it  further  enacted,  That  if  any  slave  shall  here- 
after teach,  or  attempt  to  teach,  any  other  slave  to  read 
or  write,  the  use  of  figures  excepted,  he  or  she  may  be 
carried  before  any  justice  of  the  peace,  and  on  conviction 
thereof,  shall  be  sentenced  to  receive  thirty-nine  lashes  on 
his  or  her  bare  back. 


Slaves  Must  j^"ot  be  Taught  to  Read.  485 

III.  Be  it  further  enacted,  That  the  judges  of  the  Su- 
perior Courts  and  the  justices  of  the  County  Courts  shall 
give  this  act  in  charge  to  the  grand  jurors  of  their  re- 
spective counties. 

— Laws  1880-31,  Chapter  VI. 


16.  CENSUS  OF  NORTH  CAROLINA. 


Counties. 


Ashe 

Anson 

Burke 

Buncombe  __ 
Brunswick  _. 

Bertie 

Beaufort 

Bladen 

Craven  

Cabarrus 

Currituck  _._ 

Caswell 

Chowan 

Camden 

Chatham 

Columbus  ___ 
Cumberland. 

Carteret 

Duplin 

Davidson 

Edgecombe  __ 

Franklin 

Granville 

Gates 

Guilford 

Greene 

Hyde 

Halifax 

Haywood 

Hertford  

Iredell 

Johnston 

Jones 

Lincoln 

*  Decrease. 


Census 

of  1830. 

Census  of  1820. 

Free 

Whites. 

Slaves. 

Persons 

of 
Color. 

Total. 

Total. 

Increase. 

6,897 

492 

102 

6,991 

4,335 

2,656 

9,116 

4,772 

163 

14,081 

12, 534 

1,517 

13,919 

3,609 

199 

17, 727 

13,411 

4,816 

14, 494 

1,670 

93 

16,259 

10,542 

3,717 

3.014 

3,101 

408 

6,523 

5,480 

1,043 

5, 272 

6,742 

212 

12, 276 

10, 805 

1,471 

6, 305 

4,155 

488 

10, 949 

9,850 

1,099 

4,490 

3, 123 

188 

7.801 

7,276 

525 

7.192 

6,131 

1,002 

14.325 

13,394 

981 

6.497 

2,255 

44 

8,796 

7,248 

1,548 

5,248 

2,274 

132 

7,654 

8,098 

*444 

8,899 

6,434 

355 

15, 188 

13,253 

1,935 

2,761 

3,758 

169 

6,688 

6,464 

224 

4.491 

2,029 

201 

6,721 

6,347 

374 

10.106 

5,112 

281 

15, 499 

12, 661 

2,838 

3,001 

1,073 

62 

4,141 

3,912 

229 

9,081 

5, 057 

636 

14, 824 

14,446 

378 

4,875 

1,593 

139 

6,607 

5,609 

998 

6,775 

4,429 

169 

11,373 

9,744 

1,629 

11,347 

7,632 

1  923 

151 

13, 421 

7,073 

228 

14, 933 

13,276 

1,657 

5.337 

4,960 

368 

10, 665 

9,741 

924 

9.429 

9,154 

760 

19,343 

18, 222 

1,121 

3,891 

3,648 

327 

7,866 

6,837 

1,029 

15.785 

2,556 

394 

18,735 

14,511 

4,224 

3,333 

2,872 

108 

6,313 

4,533 

1,780 

4.078 

1,939 

160 

6,177 

4,967 

1,210 

5.870 

9,790 

2,078 

17, 738 

17,237 

501 

4,241 

289 

163 

4,593 

4,073 

520 

3,873 

3,712 

956 

8,541 

7,712 

829 

11,495 

3,740 

27 

15, 262 

13,071 

2,191 

7,174 

3,639 

125 

10, 938 

9,607 

1,331 

2,347 

3,095 

186 

5,628 

5,216 

412 

17, 604 

4,953 

68 

22, 625 

18, 147 

4,478 

486 


487 


16.     CENSUS  OF  NORTH  CAROLINA— Continued. 


Census 

of  1830. 

Census 

of  1820. 

Counties. 

Free 

Whites. 

Slaves. 

Persons 

of 
Color. 

Total. 

Total. 

Increase. 

12:791 
4,942 

7,147 
3,281 

138 
321 

20,076 
8.544 

16,895 

6.320 

3.181 

Martin 

2,224 

Moore 

5,997 

1,680 

176 

7, 753 

7,128 

625 

4,894 
8,514 

458 
2. 294 

38 
110 

5,390 

10.918 

Montgomery 

8.693 

2.226 

Northampton 

5,128 

7,036 

939 

13. 103 

13,242 

.  *  139 

4,921 

5,497 

341 

10, 759 

10, 866 
8,185 

*107 

4,504 

8,707 

281 

8,492 

307 

Onslow   _ 

4,569 

3.144 

101 

7.814 

7,016 

798 

15. 903 

7,339 

628 

23.875 

23, 492 

383 

Person 

5.447 

4.432 

148 

10. 027 

9,029 

998 

Pitt _  . 

6,837 

5,407 

70 

12,174 

10, 001 

2,173 

Perquimans 

4,325 

2.749 

343 

7,417 

6,857 

560 

Pasquotank  . 

4.951 

2.623 

1.038 

8.616 

8,008 

608 

Richmond 

5.661 

3,512 

153 

9.326 

7.537 

1.789 

6,280 

2.467 

608 

9.355 

8,204 

11,474 

1,151 

Rockingham 

8.413 

4,296 

211 

12,920 

1,446 

14, 460 

6,201 
3.407 

135 

20, 796 

26.009 

*  5.213 

Rutherford 

14.054 

96 

15.351 

2.206 

Randolph 

10,594 

1,462 

344 

12,400 

11,331 

1.069 

12. 372 

1,950 

185 

14, 507 

12. 320 

2.187 

7,596 

3,938 

239 

11.768 

8.908 

2,800 

1  ,122 

2,841 

233 

16,196 
4.732 

14  033 

2.163 

Tyrrell 

3,298 

1,376 

58 

4.319 

413 

Wilkes 

10, 336 

1.472 

137 

11,942 

9.967 

1.975 

Wake 

11,476 

8,108 

838 

20, 417 

20.102 

315 

Wayne            . 

6,663 

3,520 

143 

10.326 

9.040 

1,286 

2,713 

1,712 

137 

4,562 

3.986 

Warren 

4,259 

7, 327 

292 

11.878 

11.158 

720 

Lenoir 

3.734 

3.875 

126 

7.635 

6.799 

836 

472, 433 

246, 462 

19, 575 

738. 470 

638. 829 

99. 641 

Davidson  was  struck  off  from  Rowan  in  1822,  and  if  the  population 
of  the  two  counties  be  added  together,  shows  an  increase  in  what 
was  Rowan  in  1820  of  8,208.  Macon  in  like  manner  composed  a  part 
of  Haywood  until  1828.  If  the  population  of  that  county  be  added 
to  that  of  Haywood,  it  will  show  an  increase  of  5,910. 


*  Decrease. 


488 


16.     CENSUS  OF  NORTH  CAROLINA- Continued. 

REC  A  PITU  LATION. 


Whites.                              Males. 

Females. 

Total  in 
1830. 

Total  in 
1820. 

Uuder  5  years  of  age                             '         40, 662 
Of     5  and  under    10                    ..                 35,973 

42,785 

34, 247 

28,792 

27,610 

41,229 

24,704 

16,455 

10, 657 

5,944 

2,470 

767 

152 

26 

' 

Of   10  and  under    15    _„           '         31,171 

Of   15  and  under   20              _               '         25,582 

Of  20  and  under   30 _'         39,174 

Of  30  and  under   40    .           _    _        :         23,080 

Of  40  and  under   50                                       15,076 

Of  50  and  under   60    .          .     _    _  _           10,646 
Of  60  and  under   70   .         .                        5. 947 

Of  70  and  under   80 

2,469 

Of  80  and  under   90 

650 
136 
23 

Of  90  and  under  100 

256,589 

235,844  1        472,483 

419,200 

1831 

1.  GOV.  STOKES'  MESSAGE  ON  EDUCATION. 

2.  ASSEMBLY  COMMITTEES  ON  EDUCATION. 

3.  McFARLAND'S  RESOLUTION   ON  SCHOOLS  AND   LITERARY 

FUND. 

4.  TAXATION  FOR  FREE  SCHOOL  IN  JOHNSTON  COUNTY. 

5.  LITERARY  FUND  RECEIPTS. 

6.  SLAVERY  AND  EDUCATION. 

7.  A  CRUEL  PUNISHMENT  ABOLISHED. 

8.  HISTORY  OF  THE  FIRST  TEACHERS'  ASSOCIATION. 

9.  PLAN  OF  SCHOOLS  BY  "PEOPLES'  FRIEND." 

10.  DEAF  AND  DUMB  ASYLUM. 

11.  NECESSITY  FOR  SCHOOLS. 

12.  LOTTERY  FOR  PUBLICATION  OF  A  N.  C.  HISTORY  REFUSED. 


489 


1.    GOV.  STOKES'  MESSAGE  ON  EDUCATION. 

university  refused  The  Literary  Fund  will  claim  and  receive  your  favor- 
fund/01'  '  J  able  attention.  The  Report  of  the  Public  Treasurer  will 
afford  you  precise  information  with  regard  to  the  amount 
of  cash  in  his  hands,  and  the  situation  of  that  portion  of 
the  fund  which  is  not  available.  It  is  probably  known  to 
all  of  you  that  the  Trustees  of  the  University  did  not  ac- 
cept the  loan  offered  them  by  the  last  Legislature  from 
this  source,  so  that  the  whole  remains  subject  to  future 
legislative  disposition.  The  most  important  item  of  prop- 
erty transferred  by  the  Legislature  to  the  corporation  to 
whose  management  the  Literary  Fund  has  been  commit- 
Reciamation  of      ted,  are  the  swamp  lands  belonging  to  the  State.     These 

the  swamp  lands.  x  . 

lands  are  believed  by  many  intelligent  individuals  to  be 
of  immense  value/  and  their  improvement  to  be  an  object 
second  only  in  importance  to  the  opening  and  improve- 
ment of  Roanoke  Inlet.  It  is  unnecesasry,  I  am  certain, 
to  dwell  upon  the  advantages  which  would  result  from  the 
former.  They  are  apparent  to  all.  To  convert  a  dreary 
waste  of  water  and  marshes  into  a  habitable  and  fertile 
region,  to  insure  the  means  of  sustenance  and  comfort  for 
an  immensely  increased  population,  and  to  give  health  to 
a  section  of  the  country  which  needs  no  other  blessing, 
are  the  certain  rewards  of  a  successful  attempt  at  improve- 
ment. To  your  wisdom  it  is  submitted,  whether  such  ad- 
vantages, which,  if  attained,  do  not  end  with  themselves, 
but  tend  to  the  enlargement  of  a  fund  which  may  justly 
be  regarded  as  the  orphan's  legacy,  will  not  justify,  and 
does  not  demand  a  full  and  early  experiment  to  test  the 
practicability  of  the  measure. 
Legislature  win  be       Believing  that  this  assembly  will  have  much  to  do  in 

too  busy  to  con-  .,.  „         .  .,  „,,  ,         .  .-,.         £ 

sider  subject  of  providing  lor  the  security  01  the  people;  m  providing  tor 
its  own  future  accommodation ;  and  for  the  establishment 
of  a  new  bank,  or  so  directing  the  application  of  banking 
capital,  as  to  secure  a  sound  circulating  currency ;  and  in 

490 


schools. 


Gov.   Stokes  on  Education.  491 

preventing  injury  to  individuals,  which  must  otherwise 
follow,  when  the  charters  of  the  present  banks  expire, 
these  being  primary  objects  for  the  consideration  of  the 
Legislature,  I  have  declined  making  recommendations 
which  I  had  contemplated,  relative  to  the  situation  of  the 
University  and  the  establishment  of  common  schools. 

— House  Journal,  1831. 


2.    ASSEMBLY  COMMITTEES  ON  EDUCATION. 

Nov.  24,  1831. — Mr.  McFarland  presented  the  follow- 
ing resolution,  to-wit : 
R^iutfmatoap-  Resolved,  That  so  much  of  the  Governor's  message  as 
on  education.  relates  to  the  Literary  Fund  and  Common  Schools  be  re- 
ferred to  a  select  committee.  Which  being  read,  on  mo- 
tion of  Mr.  Spaight,  ordered  that  the  said  resolution  lie 
on  the  table. 

— Senate  Journal,  1831-82,  p.  7. 

Nov.  25,  1831.  On  motion  of  Mr.  Spaight,  the  Senate 
proceeded  to  consider  the  resolution  presented  on  yester- 
day by  Mr.  McFarland  and  laid  upon  the  table ;  and  the 
resolution  being  read,  the  question  was  decided  in  the 
affirmative.  Whereupon  Messrs.  McFarland,  Montgom- 
ery, of  Orange,  Dobson,  Askew,  and  Davenport  were  ap- 
pointed the  committee  in  pursuance  thereof. 

— Senate  Journal,  1831-32,  p.  10. 

senate  committee.  Tryam  McFarland,  Richmond  ;  William  Montgomery, 
Orange ;  William  P.  Dobson,  Surry ;  George  O.  Askew, 
Bertie ;  Samuel  Davenport,  Washington. 

— Senate  Journal,  1831-32,  p.  10. 


House  committee. 


Samuel  T.  Sawyer,  Edenton;  Lewis  Thompson,  Bertie 
David  C.  Freeman,  Beaufort;  Ashley  Sanders,  Johnston 
Archibald  Monk,  Sampson ;  Gideon  Glenn,  Franklin 
Daniel  W.  Courts,  Surry;  William  L.  Miller,  Robeson 
Benjamin  Sumner,  Person;  Littleton  A.  Gwyn,  Caswell 
Hugh  McQueen,  Chatham ;  William  McLean,  Cabarrus 
Alney  Burgin,  Burke. 

—Rouse  Journal,  1831-32,  p.  151. 

492 


3.    McFARLAXR'S  RESOLUTION  OX  SCHOOLS  ANR 
LITERARY  FOR. 

Saturday,  Dec.   24,   1831.     Mr.   McFarland  presented  McFariand'sreso- 

.  _  -.  .  lution  on  school-; 

the  following  preamble  and  resolution,  to-wit:  and  increasing 

°   l  literary  fund. 

^Vhereas  by  the  list  section  of  the  constitution  of  this 
State,  it  is  made  the  imperative  duty  of  the  Legislature  to 
establish  schools  for  the  convenient  instruction  of  youth; 
and  whereas  all  convenient  aid  should  be  given  to  foster 
and  enlarge  the  present  fund  set  apart  by  this  State,  there- 
fore, 

Resolved,  That  the  claim  of  this  State  against  the 
United  States,  as  reported  by  the  commissioners  of  1828, 
be  appropriated  to  the  Literary  Fund  of  this  State ;  and 
the  treasurer  is  hereby  authorized,  as  soon  as  said  claim 
is  adjusted,  to  enter  said  amount  to  the  credit  of  the 
same,  which  shall  constitute  and  form  a  part  of  said  fund. 

Which  was  read,  and,  on  motion  of  Mr.  Williams,  or- 
dered to  be  referred  to  the  committee  on  Finance. 

— Senate  Journal,  1831-32,  p.  70. 

Tuesday,  Dec.  27,  1831.— Mr.  Sneed,  from  the  com-  Unfavorable  report 
mittee  on  Finance,  to  whom  was  referred  the  resolution  u^^^S 
instructing  the  Public  Treasurer  to  transfer  the  claim  of 
this  State  against  the  United  States  (so  soon  as  it  shall 
be  adjusted  and  settled)  to  the  Literary  Fund,  reported 
that  it  is  inexpedient  to  legislate  upon  the  subject,  and 
ask  to  be  discharged  from  its  further  consideration ;  in 
which  report  the  Senate  concurred,  and  the  committee 
were  discharged  accordingly. 

— Senate  Journal,  1831-32,  p.  75. 


493 


Bill  introduced  in 
senate. 


Passes  senate. 


Passes  house;  first 
reading. 


Passes  house. 


4.  TAXATION  FOR  FREE  SCHOOL  IN  JOHNSTON  COUNTY. 

Monday,  January  9,  1832.  Mr.  Thompson1  presented 
a  bill  to  raise  a  fund  to  establish  free  schools  in  the  county 
of  Johnston,  and  for  the  government  thereof,  which  was 
read  the  first  time  and  passed. 

— Senate  Journal,  1831-32,  p.  112. 


1  David  Thompson,  Senator  from  Johnston  county. 

Monday  afternoon,  January  9,  1832.  A  bill  to  raise  a 
fund  to  establish  free  schools  in  the  county  of  Johnston, 
and  for  the  government  thereof,  was  read  the  second  and 
third  times  and  passed,  and  ordered  to  be  engrossed. 

— Senate  Journal,  1831-32,  p.  115. 

Tuesday,  January  10,  1832.  A  bill  to  raise  a  fund  to 
establish  free  schools  in  the  county  of  Johnston,  and  for 
the  management  thereof  was  read  the  first  time  and  passed. 

— House  Journal,  1831-32,  pp.  21f2  and  21/.3. 

Friday  January  13,  1832. — The  engrossed  bill  to 
raise  a  fund  to  establish  free  schools  in  the  county  of 
Johnston,  and  for  the  management  thereof,  was  read  the 
second  and  third  times,  passed  and  ordered  to  be  enrolled1. 

—House  Journal,  1831-32,  p.  252. 


1  The  members  of  the  House  of  Commons  from  Johnston,  1831-32, 
were  Josiah  Houlder  and  Ashley  Sanders.  The  Senator  was  David 
Thompson. 


494 


Johnston  County  Free  School.  495 

The  Law.  An  Act  to  raise  a  fund  to  establish  free 
schools  in  the  county  of  Johnston,  and  for  the  government 
thereof. 

Be  it  enacted  by  the  General  Assembly  of  the  State  of  be  levied. 
North  Carolina,  and  it  is  hereby  enacted  by  the  authority 
of  the  same,  That  the  County  Court  of  Johnston  county 
may,  at  the  first  court  which  shall  be  held  after  the  first 
day  of  May  next,  and  annually  thereafter,  at  least  ten 
justices  of  the  peace  being  present,  lay  a  tax,  and  cause  it 
to  be  levied  on  all  the  property  in  said  county  which  is 
liable  to  be  taxed  for  State  or  county  purposes,  equal  to 
not  more  than  twenty-five  per  cent,  per  annum,  on  the 
whole  amount  of  State  and  county  and  parish  taxes  levied 
in  said  county;  which  shall  be  collected,  held  and  used 
as  a  school  fund  for  said  county  of  Johnston,  according  to 
the  rules  and  regulations  hereinafter  prescribed. 

II.  That  it  shall  be  the  duty  of  the  sheriff  or  other  col- 
lecting officer  of  said  county  to  collect  and  account  for  the 
said  taxes,  under  the  direction  of  the  County  Court,  ac- 
cording to  the  rules  and  regulations  by  law  created  for 
collecting  other  taxes  in  said  county ;  and  he  may  be  re- 
quired to  give  a  bond  to  the  chairman  of  said  court,  in  the 
penal  sum  of  two  thousand  dollars,  conditioned  for  the 
faithful  collecting  and  accounting  for  said  taxes. 

III.  That  it  shall  be  the  duty  of  the  clerk  of  the  County 
Court  to  take  and  receive  from  the  sheriff  the  taxes  afore- 
said, who  shall  keep  an  account  thereof,  and  hold  the  said 
monies  in  his  office  subject  to  the  direction  and  control  of 
the  persons  who  are  hereinafter  authorized  to  manage  the 
said  fund ;  and  the  clerk  shall  give  a  bond  with  security, 
in  the  sum  of  two  thousand  dollars  conditioned  for  the 
faithful  discharge  of  the  duties  imposed  by  this  act,  and 
the  honest  accounting  for  the  funds  aforesaid. 


496  Johnston  County  Free  School. 

Trustees  to  be  IV.  That  the  County  Court  aforesaid  shall  cause  an 

elected;  only  per  .  .  .     ,       , . 

sons  taxed  to  vote   election  to  be  held  for  one  trustee  in  each  Captains  dis- 

for  trustees.  ■*- 

trict  in  said  county,  each  district  electing  its  own  trustee, 
of  which  election  public  notice  shall  be  given ;  and  in  the 
said  election  each  free  white  man  who  is  taxed  under  this 
law  shall  have  one  vote ;  and  the  said  trustees  shall  consti- 
tute a  board,  and  hold  their  appointment  for  two  years 
from  the  time  of  their  appointment ;  and  the  said  board 
shall  be  styled  "The  Trustees  of  the  Central  County  School 
of  Johnston  county." 

V.  That  the  election  of  trustees  shall  be  held  at  such 
times  and  places,  as  the  County  Court  shall  direct,  within 
six  months  after  the  period  when  the  taxes  laid  by  this  act 
shall  fall  due,  and  biennially  thereafter ;  and  the  said 
trustees,  after  their  appointment,  shall  be  notified  thereof 
by  the  clerk  of  the  County  Court,  and  shall  within  twenty 
days  thereafter  assemble  at  Smithfield,  and  appoint  one 
of  their  body  president  and  another  secretary,  and  give 
notice  by  advertisement  of  their  proceedings,  so  that  the 
citizens  may  know  who  the  said  president  and  trustees 
are. 

VI.  That  the  trustees  shall  have  power  and  authority 
to  make  rules  and  orders  for  their  own  government,  and 
compel  the  obedience  and  attendance  of  the  members  of 
the  board  by  fines,  to  be  by  them  fixed,  and  which  fines 
shall  be  recoverable  by  a  warrant  before  any  magistrate, 
in  the  name  of  the  clerk  of  the  County  Court  and  his 
successor  in  office,  and  when  collected  shall  go  to  increase 
the  school  fund  aforesaid. 

school  house  and         VII.  That  the  said  trustees  shall,  as  soon  as  it  can  be 

farm;  other  schools  ' 

provided  for.  done  with  the  fund  aforesaid,  purchase  a  site  and  erect 

a  school  house  or  school  houses  in  said  county  for  the  edu- 
cation of  youths,  with  a  farm  attached  if  thought  advisa- 
ble; and  the  same  shall  be  the  principal  or  central  school 
of  said  county ;  but  the  selection  of  said  site  shall  be  ap- 
proved by  the  County  Court  before  the  same  is  purchased 


Johnston  County  Free  School.  497 

and  improved;  and  the  title  of  the  said  site  and  the  land 
attached  to  it  shall  be  made  to  the  clerk  of  the  County 
Court  and  his  successor  in  office,  in  trust,  for  the  use  of 
the  trustees  aforesaid,  and  the  purposes  declared  in  this 
act. 

VIII.  That  the  trustees  aforesaid  shall  have  power  to  poor  children  to  be 
select  from  the  several  districts  in  said  county,   always  bYtaught;  those* 

-,.,,  1  _c  l.t^.-o.  j    •        educated  may  be 

having  the  same  number  from  each  district,  poor  and  m-  required  to  teach 

otHcrs. 

digent  male  children,  who  shall  be  educated  at  said 
school  in  the  English  language  only ;  and  such  indigent 
children  shall  be  boarded  together  and  clothed  out  of  the 
said  fund,  during  the  time  of  their  attendance  at  said 
school,  free  from  any  charge ;  and  the  said  trustees  shall 
have  power  to  require,  under  such  rules  as  they  may  pre- 
scribe, of  any  person  taught  at  said  school  that  he  shall 
teach  others  either  in  his  trade,  or  his  books  in  said  school, 
or  other  free  schools  to  be  organized  in  said  county  until 
he  shall  come  to  the  age  of  twenty  one  years ;  or  they  may 
require  of  him,  if  they  think  best,  after  he  has  been  edu- 
cated as  aforesaid,  to  aid  in  the  cultivation  of  the  farm 
aforesaid,  for  the  time  aforesaid ;  and  no  child  whose 
father  is  living,  shall  be  admitted  in  said  school,  unless 
his  father  will  in  writing  under  seal  agree  to  submit,  and 
cause  his  son  to  submit,  to  such  regulations,  which  agree- 
ment shall  be  made  with  the  trustees  aforesaid  and  en- 
tered into  by  a  deed  executed  to  the  clerk  of  the 
County  Court  aforesaid  and  his  successor  in  office,  in 
trust  for  the  board  aforesaid;  and  no  orphan  child 
shall  be  admitted  in  said  school  unless  he  shall 
have  been  bound  as  an  apprentice  to  said  trustees 
and  their  successors  by  the  County  Court ;  and  the  said 
trustees,  and  their  successors  are  hereby  declared  to  be 
able  and  capable  in  law  to  have  apprentices  bound  to 
them :  Provided  always,  that  the  said  trustees  shall  fur- 
nish the  said  child  during  the  term  of  his  service  afore- 
said his  necessary  clothes  and  board:  And  provided  fur- 
32 


498 


Johnston  County  Free  School. 


Trustees  to  report 
to  county  court. 


Pay  scholars  may 
be  admitted. 


ther,  that  they  may  allow  the  parents,  guardians  or  friends 
of  said  child  to  pay  to  the  fund  aforesaid  a  reasonable 
compensation  for  the  education  of  the  child  aforesaid,  and 
thereby  release  him  from  the  obligation  aforesaid,  which 
compensation  shall  be  fixed  by  a  majority  of  said  trus- 
tees at  a  regular  meting  of  the  board. 

IX.  That  the  said  trustees  shall  have  power  and  au- 
thority, with  the  fund  aforesaid,  to  employ  a  teacher  of 
said  school,  and  some  competent  person  to  manage  the 
farm  attached  to  it,  upon  such  terms  as  they  may  be  able 
to  agree  on ;  and  they  shall  report  in  writing  every  six 
months  to  the  County  Court  the  progress  and  condition 
of  said  school,  the  conduct  of  the  scholars  by  name,  and 
render  with  said  report  an  account  of  the  fund  and  the 
disbursements  thereof. 

X.  That  the  said  trustees  may  have  power  and  author- 
ity to  admit  in  said  school  other  students,  not  exceeding 
ten,  until  the  fund  shall  be  in  a  condition  to  warrant  an 
entire  exclusion  of  all  but  free  scholars;  and  the  rates 
of  tuition  and  board  of  said  scholars  shall  be  uniform ;  but 
in  no  case  shall  any  scholar  who  pays  tuition  be  admitted 
over  the  age  of  thirteen  years. 

XL  That  when  the  fund  by  this  act  created  will  justify, 
and  the  interest  of  the  school  require  it,  the  trustees  afore- 
said may  employ  one  or  more  artificers  as  instructors  of 
the  youths  belonging  to  said  school,  and  prescribe  rules  for 
the  government  both  of  the  boys  and  master. 

XII.  That  the  trustees  aforesaid  may  make  such  allow- 
ance as  they  may  think  reasonable  to  the  clerk  of  the 
County  Court  for  acting  as  their  treasurer,  and  the  clerk 
shall  be  entitled  to  no  other  compensation  for  his  services, 
and  he  shall  be  entitled  to  no  fees  for  apprentices  bound 
to  said  trustees. 

XIII.  That  the  president  of  said  Central  School  shall 
have  full  power  to  call  said  board  of  trustees  together, 
whenever  he  may  think  the  good  of  the  school  requires  it, 
five  of  whom,  exclusive  of  the  president,  shall  constitute 


Johnston  County  Free  School.  499 

a  quorum  for  the  transaction  of  business  in  all  things, 
except  in  the  expenditure  of  the  funds,  and  in  that  case 
it  shall  require  a  majority  of  the  whole  number  to  con- 
stitute a  quorum. 

— Private  Laws,  1831-32,  pp.  96-99,  Chapter  CXY. 


5.    LITERARY  FUND  RECEIPTS. 

The  receipts  of  money  belonging  to  this  Fund  since  the 
28th  day  of  Dec.  1830,  to  the  1st  Nov.  1831,  including 
the  transfer  (per  resolution)  of  29,074  dollars  96  cents, 
amount  to  thirty-seven  thousand  twenty-one  dollars  and 
thirty-six  cents,  and  consists  of  the  following  sums,  viz. 
Cash    received    for    entries    of 

vacant  land $1,684 .  27 

Ditto  for  tax  on  sales  at  auc- 
tion received  of  sundry  auc- 
tioneers    277.73 

Ditto  for  tavern  tax  received  of 

Sheriffs 2,594.40 

$4,556.40 

Cash  rec'd  of  State  Bank  of  N". 

C.    for    dividends     on     282 

shares   of   stock,    (owned   by 

the  President  and  Directors 

of  this  Fund)  at  2  per  cent. 

for    the    half    year    ending 

Dec.  1830 564.00 

Ditto    ditto    dividend    on    the 

above    shares    for    the    half 

year  ending  June,  1831.  .  .  .  564.00 

Ditto  Bank  of  Cape  Fear,  divi- 
dends on  50  shares  of  stock 

(owned  by  the  President  and 

Directors   of  this   Fund)    at 

3  per  cent,  for  the  year  end- 
ing with  December,  1830.  .  .      2,112.00 

3,390.00 

This  sum  transferred  from  the  unappropri- 
ated money  in  the  hands  of  the  Public 
Treasurer,   and  placed  at  credit  of  this 

Fund,  as  directed  by  resolution  of  Gen- 
eral Assembly   29,074.96 

500 


Literary  Fcxd  Receipts.  501 

Making  with  the  balance  belonging  to  this 
Fund  and  delivered  over  by  the  com- 
mittee   of    Finance    on    the    29th    Dec. 

1830,  of 37,455 .  1U 

The  amount  of 74,476 .  48| 

There  has  been  no  expenditure  from  this  Fund  for  the 

period  above  stated. 

— From  Report  Public  Treasurer,  Nov.  18-31. 


6.     SLAVERY  AND  EDUCATION. 


Restrictive  laws 
have  failed. 


slaves discon-  Qov.   Stokes  on  Slavery.     In  relation  to  our  internal 

tented.  J 

concerns,  I  have  to  observe,  that  it  would  be  impossible 
to  conceal  from  the  world,  and  needless  to  disguise  from 
ourselves,  the  fact,  that  a  certain  class  of  the  population 
of  the  State  have  become  more  discontented  and  ungov- 
ernable than  heretofore.  Fanatics  of  their  own  complex- 
ion, and  other  incendiaries,  have  fomented  these  discon- 
tents, and  have  incited  them  in  many  instances,  to  enter 
into  conspiracies  dangerous  to  the  peace  and  safety  of  the 
country.  To  guard  against  these  evils,  which  in  all  proba- 
bility will  continue,  the  utmost  caution  and  prudence -are 
necessary.  Restrictive  laws  have  been  enacted  without 
producing  the  desired  result;  and  the  crimes' committed 
in  a  late  insurrection  in  an  adjoining  State,  would  seem 
Better  police  regu-  to  require  further  and  earlv  attention  to  this  subject.     In- 

lations. 

stead  of  multiplying  severe  and  sanguinary  laws  to  operate 
upon  those  who  know  little,  and  care  less  about  them, 
would  it  not  be  advisable  to  establish  a  more  efficient  and 
accountable  police,  and  to  arm  and  equip  one  or  more  com- 
panies of  volunteers  or  attached  militia,  in  each  county, 
to  be  called  out  when  required,  and  to  be  paid  while  in 
actual  service  ?  It  is  believed  that  such  a  force,  in  aid 
of  the  civil  authority,  would  effectually  secure  the  peace 
of  the  country ;  and  the  public  arms  belonging  to  the  State 
could  not  be  placed  in  safer  hands.  These  State  troops 
might  be  enrolled  for  one  or  more  years,  be  held  responsi- 
ble for  the  arms  and  ammunition  furnished,  and  not  be 
suffered  to  abandon  the  service  during  the  term  of  their 
engagement. 

— From  Message  to  Legislature,  Nov.  22,  1831. 


502 


Slavery  a.\d  Education. 


503 


Slaves  Shall  Not  Be  Tauqht  to  Bead.     A  Bill  to  repeal  Topermit  teaching 

«7  r         slaves  to  read. 

part  of  an  act,  passed  at  the  last  General  Assembly,  Chap. 
6.  Entitled,  an  act  to  prevent  all  persons  from  teaching- 
slaves  to  read,  or  write,  the  use  of  figures  excepted. 

Be  it  enacted  by  the  General  Assembly  of  the  State  of 
North  Carolina,  and  it  is  hereby  enacted  by  the  authority 
of  the  same, 

That  so  much  of  the  before  recited  act,  as  makes  it  an 
indictable  offence,  to  teach  slaves  to  read,  Be,  and  the  same 
is  hereby  Repealed.1 

In  Ho:  of  Commons  Dec  16,  1831  on  motion  by  Mr.  clerk's  entry. 
Sawyer  postponed  indefinitely. 

— Unpublished  Legislative  Documents,  1831. 


1  Introduced  by  James  Whitaker,  of  Macon. 


Negroes  Must  Not  Breach. — An  act  for  the  better  re^u-  „ 

°  c       No  negro  allowed 

lation  of  the  conduct  of  negroes,  slaves  and  free  persons  of  to  Preach- 
color. 

That  it  shall  not  be  lawful  under  any  pretence  for  any 
free  negro,  slave  or  free  person  of  color  to  preach  or  exhort 
in  public,  or  in  any  manner  to  officiate  as  a  preacher  or 
teacher  in  any  prayer  meeting  or  other  association  for 
worship  where  slaves  of  different  families  are  collected 
together ;  and  if  any  free  negro  or  free  person  of  color 
shall  be  thereof  duly  convicted  on  indictment  before  any 
court  having  jurisdiction  thereof,  he  shall  for  each  offense 
receive  not  exceeding  thirty-nine  lashes  on  his  bare  back ; 
and  where  any  slave  shall  be  guilty  of  a  violation  of  this 
act,  he  shall  on  conviction  before  a  single  magistrate  re- 
ceive not  exceeding  thirty-nine  lashes  on  his  bare  back. 

II.   That  it  shall  not  be  lawful  for  any  slave  to  go  at  x0  slave  to  exercise 

i  r  ....  .  ,.  .        any  privilege  of  a 

large  as  a  ireeman,  exercising  his  or  her  own  discretion  freeman. 
in  the  employment  of  his  or  her  time ;  nor  shall  it  be  law- 
ful for  any  slave  to  keep  house  to  him  or  herself  as  a  free 
person,  exercising  the  like  discretion  in  the  employment 


504 


Slavery  and  Education. 


of  his  or  her  time;  and  in  case  the  owner  of  any  slave 
shall  consent  or  connive  at  the  commission  of  such  offence, 
he  or  she  so  offending  shall  be  subject  to  indictment,  and 
on  conviction  be  fined  in  the  discretion  of  the  Court  not 
exceeding  one  hundred  dollars:  Provided,  that  nothing 
herein  shall  be  construed  to  prevent  any  person  permitting 
his  or  her  slave  or  slaves  to  live  or  keep  house  upon  his  or 
her  land  for  the  purpose  of  attending  to  the  business  of 
his  or  her  master  or  mistress. 

—Laws  1831-82,  Chap.  IV,  p.  7. 


Free  negroes 
growing  worse, 
evils  of  free  black 
population. 


More  rigid  Assembly  Report  on  Slavery.     The  Committee  to  whom 

measures  necessary  j:  -\  i       j?  j_t       ri  >     -»«■  i    ±. 

was  referred  so  much  of  the  Governor  s  Message  as  relates 
to  slaves,  free  negroes  and  free  persons  of  colour  and  incen- 
diary publications  respectfully  Report — 

That  they  have  examined  with  attention  the  subject 
committed  to  their  consideration,  and  are  fully  impressed 
with  the  belief,  that  a  period  has  arrived,  which  imperi- 
ously requires  of  the  Legislature  the  adoption  of  some 
more  rigid  system  of  government  for  the  conduct  of  slaves 
and  free  persons  of  colour.  Upon  examination  it  appears 
evident  to  the  Committee,  that  the  conduct  and  behavior 
of  this  description  of  our  population,  generally  speaking, 
for  several  preceding  years,  has  been  from  better  to  worse ; 
that  a  spirit  of  uneasiness  and  insubordination  among  the 
slaves  has  been  increasing;  whilst  the  free  persons  of 
colour  appear  to  have  relaxed  from  labor  and  industrious 
pursuits  and  subsist  in  most  instances  by  corrupting  the 
slaves  to  steal  from  their  owners.  The  Committee  beg 
leave  to  state  that  this  pernicious  traffic  is  not  confined  to 
the  slaves  with  free  persons  of  colour  but  is  carried  on 
between  slaves  properly  called  so,  and  free  slaves ;  that 
from  a  total  disregard  of  the  present  laws,  the  evil  felt 
by  the  existence  of  a  free  black  population  has  been  much 
increased,  by  a  practice  of  considerable  extent  and  of  dan- 
gerous tendency  by  which  slaves  are  permitted  to  go  at 


Many  slaves  have 
too  much  liberty. 


Slavery  and  Education.  505 

large  and  act  as  freemen ;  keeping  house  to  themselves, 
with  horses,  cattle,  and  stock  of  all  kinds,  and  in  some 
instances  with  hired  slaves  under  their  control — in  short, 
being  perfect  masters  of  their  own  time  and  employment, 
to  all  intents  as  fully  as  freemen.  The  Committee  enter- 
tain the  opinion  that  to  this  state  of  things  is  to  be  attrib- 
uted in  a  great  degree  that  daring  spirit  of  insubordination, 
so  obviously  increasing  amongst  this  description  of  people. 
The  Legislature  has  from  time  to  time  modified  the  rigour 
of  such  laws  as  inflict  penalties  upon  slaves,  and  have 
afforded  to  them,  by  laws  recently  passed,  when  tried  for 
their  lives,  the  same  safeguards,  that  are  provided  for  the 
lives  of  freemen :  Whilst  the  State  has  been  thus  mindful 
of  the  claims  of  justice,  a  corresponding  system  of  humani- 
ty and  indulgence  has  been  evidenced  by  masters  in  the 
treatment  of  slaves — .    In  most  instances  the  Committee  be-  slaves  happier 

,.  .  ,  .,.,  .  .  .  than  their  owners. 

neve  it  may  be  said  with  truth,  the  slave  is  happier  than 
his  master;  and  in  nearly  all,  better  off,  than  the  free 
person  of  colour:  From  a  policy  so  just  in  the  Legisla- 
ture, so  mild  and  humane  in  the  master;  better  conduct 
and  behaviour  in  the  slave  might  be  expected :  But  the  Humane  measures 
Committee  believe  they  will  be  sustained  by  the  observa-  disorder. 
tion  of  every  person,  that  in  proportion  as  their  treatment 
has  been  mild  and  humane,  their  conduct  has  been  turbulent 
and  disorderly.  That  an  insurrectionary  disposition  has 
been  manifested  in  neighboring  States,  are  facts  known  to 
the  Community,  and  recent  occurrences  prove,  that  a  simi-  causes  of  disorder. 
lar  spirit  has  found  its  way  into  this  State.  The  Com- 
mittee believe  that  this  feeling  has  been  produced  in  this 
State  amongst  the  slaves,  by  the  following  causes :  first 
by  the  circulation  of  pamphlets ;  secondly  by  the  black 
preachers ;  thirdly  by  slaves  exercising  the  privilege  of 
freemen ;  and  f ourthlv  by  the  free  persons  of  color.     As  incendiary  pam- 

"  -v-  phlets. 

to  the  pamphelts  they  are  printed  to  the  .North  and  are 

highly  calculated  to  inspire  such  a  disposition.  Those  re- 
ferred to  in  the  message    of    his    Excellencv    have    been 


;06 


Slavery  and  Education. 


Black  preachers. 


Slaves  acting  as 
freemen. 


examined  by  the  Committee,  and  they  fear,  there  is  much 
reason  to  apprehend  others  of  a  similar  character  have 
found  their  way  into  many  parts  of  this  State.  The  com- 
mittee, however,  do  not  perceive,  that  any  amendment  can 
be  made  to  the  existing  laws  in  respect  to  the  circulation 
of  these  pamphlets,  by  any  direct  legislation  upon  that 
offence ;  but  that  the  least  safe  guard  against  their  circu- 
lation, is,  by  closing  such  avenues  as  are  most  likely  to 
afford  them  a  passage :  One  of  these  and  the  most  direct, 
is  afforded  by  persons  of  color  coming  from  another  State 
by  water;  they  are  exempted  from  the  examination  and 
observation  which  always  attends  traveling  by  land ;  whilst 
it  furnishes  better  opportunities  to  avoid  detection;  and 
their  arrival  being  mostly  in  the  towns,  furnishes  ready 
opportunities  for  distribution  to  a  greater  extent. 

As  to  the  black  preachers,  they  are  most  of  them  igno- 
rant and  superstitious,  and  there  is  too  much  reason  to 
believe,  that  they  expound  many  of  the  passages  of  sacred 
writ  as  prophesies  of  the  judgments  of  vengeance,  which 
they  are  to  be  the  instruments  of  executing. 

As  to  the  slaves  who  exercise  the  privileges  of  freemen — 
these  privileges  excite  dissatisfaction  in  the  minds  of  those 
to  whom  they  are  not  extended.  They  receive  and  enter- 
tain other  slaves  in  their  houses,  and  seduce  them  in  every 
way  from  their  duty.  They  tempt  others  to  steal  and  re- 
ceive the  property ;  they  instil  into  other  slaves  the  injus- 
tice and  rigour  exercised  by  the  master ;  and  by  their 
exemption  from  all  control  in  the  application  of  their  time, 
they  possess  the  best  opportunities  of  communicating  with 
other  slaves  and  arranging  every  preparation  necessary  for 
a  common  design.  To  those  who  own  horses,  as  the  fact 
is  in  some  instances,  there  is  afforded  additional  means. 
This  description  of  slaves  generally  make  a  pretence  of 
raising  a  crop.  This  renders  their  detection  more  diffi- 
cult and  though  it  may  be  easy  to  establish  that  they  sell 
and  consume  more  than  they  grow ;  yet  the  impractica- 


Slavery  and  Education.  507 

bility  of  showing  by  legal  evidence,  how  or  in  what  way 
they  have  violated  any  existing  law,  has  hitherto  left  them 
in  the  full  and  open  enjoyment  of  this  injurious  traffic, 
and  which  cannot,  as  the  committee  believe,  be  effectually 
prevented  but  by  the  enactment  of  additional  laws. 

As  to  the  free  persons  of  colour;  their  intercourse  with 
the  slaves  operates  pretty  much  in  the  same  way.  They 
gamble  with  the  slaves ;  they  buy  from  them,  at  very  low 
prices,  corn,  cotton  and  other  articles,  stolen  from  the 
master;  they  inculcate  in  the  minds  of  slaves  that  there 
is  no  offence  in  stealing  the  master's  goods ;  and  they  con 
tribute  in  every  way,  together  with  the  free-slaves,  who 
have  been  adverted  to  to  render  the  slave  dissatisfied  with 
his  master — nay,  with  his  own  condition.  These  people 
from  being  freemen,  have  opportunities  of  receiving  these 
pernicious  pamphlets  which  have  already  been  noted ;  and 
in  many  instances  being  taught  to  read  and  write,  they 
disseminate  the  mischievous  doctrines  they  contain. 

By  cutting  up  all  intercourse  with  these  classes  of  peo- 
ple, the  Committee  is  not  aware  that  there  will  be  the 
slightest  abridgment  of  comfort ;  whilst,  on  the  other  hand, 
they  believe  that  a  great  portion  of  public  mischief,  al- 
ready felt,  would  be  removed. 

The    Committee    have    believed  that  if  the  free  black  Restrictions  on 

free  negroes. 

population  was  required  annually  to  give  bond  and  security 
for  their  good  behaviour  the  public  would  be  beneficially 
served.  The  idle  would  be  compelled  to  labor  in  order 
to  become  able  to  give  security,  or  forced  to  leave  the 
State ;  the  vagabond  without  character  must  leave  the 
State;  and  besides  the  value  which  now  results  to  society 
from  the  industrious  habits  of  this  people,  there  would  be 
the  less  temptation  held  out  to  them  to  corrupt  the  slaves. 

These  being  the  views  of  the  committee,  they  have  felt  Lavrs  should  be 
it  their  duty,  under, the  reference  made  to  them,  to  report  ^^ enforced 
to  the  Legislature  the  provisions  in  detail,  which  are  re- 
spectfully presented  for  its  consideration,   in  the   shape 


508  Slavery  and  Education. 

of  a  bill.  The  whole  history  of  the  laws  respecting  slaves 
and  free  persons  of  colour,  evince  the  necessity  at  this 
time  of  a  vigorous  enforcement  of  the  laws,  and  with  a 
view  of  producing  that  certain  obedience  which  is  the  ob- 
ject of  all  laws,  the  Committee  entertain  the  confident 
hope  that  the  bill  herewith  reported,  if  passed  into  a  law 
will  have  that  effect  amongst  this  part  of  our  population 
to  produce  new  manners  and  habits  by  which  their  comfort 
and  happiness  will  be  promoted,  and  the  interest  and  safe- 
ty of  the  country  at  large  increased. 

clerk's  entry  on  Report  from  the  Committee  on  Slaves,  etc. 

the  report.  '  ^  g^^   ^^  ^^    ^^ 

Reported  from  the  Committee  by  the  Chairman  and  the 
accompanying  Bill  put  upon  its  passage. 

Mr.  Seawell  Chr. 

— Unpublished  Legislative  Documents,  1831. 


7.     A  CRUEL  PUNISHMENT  ABOLISHED. 

An  act  to  abolish  the  punishment  of  cutting  off  ears,  cutting  off  ears 
That  it  shall  not  he  lawful  hereafter  to  inflict  the  pun- 
ishment of  cutting  off  the  ears,  but  the  same  is  hereby 
abolished ;  any  law  or  usage  to  the  contrary  notwithstand- 
ing: Provided,  that  in  all  cases  where  by  the  existing 
laws  the  cutting  off  an  ear  or  ears  is  prescribed,  or  part 
of  the  prescribed  punishment,  the  offender  on  conviction 
shall  in  lieu  thereof  be  sentenced  to  receive  one  or  more 
public  whippings,  not  less  than  thirty-nine  lashes  on  his 
i>are  back :  And  provided  also,  that  this  act  shall  not  ex- 
tend to  the  punishment  of  any  perjury  or  subornation 
of  perjury,  committed  upon  the  trial  of  any  capital 
offence. 

—Laws  1831-32,  Chap.  XII,  p.  10. 


509 


8.    HISTOEY  OF  THE  FIRST  TEACHERS'  ASSOCIATION. 

Tennessee  con  Literary    Convention. — In   the   last   Reqister.   we   took 

vention.  u 

some  notice  of  a  literary  Convention  lately  held  at  Nash- 
ville, for  the  purpose  of  promoting  the  extension  of  Edu- 
cation amongst  the  people  of  Tennessee.  It  may  be  recol- 
lected, that  in  the  month  of  July  last,  a  writer  in  this 
paper,  under  the  signature  of  Poedophilus,  called  the  at- 
tention of  the  friends  of  Education  and  the  cause  of  Liter- 
ature, in  this  State  to  this  subject,  and  suggested  the  pro- 
priety of  a  meeting  at  Raleigh  during  the  then  ensuing 
session  of  the  Legislature.  But  nothing  further  being  said 
on  the  matter,  the  session  passed  without  any  attention 
to  it. 
conventions  in  Since  that  period,  Conventions  of  this  kind  have  been 

other  states;  similar 

one  m  North  held  in  several  of  the  States,  and  measures  adopted,  which 

we  have  no  doubt,  will  effectually  promote  the  end  pro- 
posed, viz.  the  establishment  of  Common  Schools,  with 
competent  Teachers  in  every  neighborhood.  A  number  of 
Gentlemen,  desirous  of  promoting  the  general  Education 
of  the  People  of  this  State,  are  solicitous  of  again  calling 
the  attention  of  the  friends  of  Education,  and  of  Teachers 
generally,  to  this  subject,  and  for  this  purpose,  propose  to 
hold  a  Convention  at  Chapel  Hill,  on  the  day  before  the 
ensuing  Commencement  of  our  University. 

suggests  that  It  is  known  to  most  of  our  readers,  that  our  Legislature, 

convention  at  .  7  o  t 

chapel  miuorm     m  the  year  1825,  passed  an  act  to  create  a  fund  for  the 

a  plan  for  common  J  '   r 

schools.  establishment  of  Common  Schools  throughout  the  State; 

but,  though  a  considerable  fund  has,  since  that  time  accu- 
mulated, nothing  further  has  been  done  to  carry  the  in- 
tention of  the  General  Assembly  into  operation.  The  fund 
is  placed  in  the  hands  of  a  Corporation,  consisting  of  the 
Governor,  the  Speakers  of  the  Senate  and  House  of  Com- 
mons, the  Chief  Justice,  and  the  Public  Treasurer,  for  the 
purpose  of  instructing  the  children  of  the  State  generally, 

510 


Fibst  Teacheks'  Association.  511 

in  Beading,  Writing  and  Arithmetic,  in  such  way  as  the 
Legislature  may  direct.  No  plan  for  effecting  this  pur- 
pose has  yet  been  adopted;  and  perhaps  no  more  suitable 
occasion  will  occur  for  forming  such  a  plan,  than  that 
which  will  be  afforded  by  the  contemplated  meeting  of 
Teachers  and  other  friends  of  Education,  at  Chapel  Hill. 
The  subject  is  one  of  primary  importance,  as  in  the  absence 
of  education  amongst  the  people  generally,  we  have  no 
certain  foundation  for  a  continuance  of  our  happy  Repub- 
lican Institutions,  or  for  the  happiness  and  prosperity, 
which  we  at  present  enjoy. 

We  refer  our  readers  to  a  sensible,  well  written  Essay  systems  of  other 

,     -i       i      -r,       ■   i  t  i.  r.  i  -i .   i  •         r^  '    states  not  suited  to 

m  today  s  Register,  on  the  subject  ol  establishing  Common  North  Carolina. 
Schools  throughout  the  State ;  but  this  writer  takes  no 
notice  of  the  Acts  of  our  Legislature,  above  referred  to. — ■ 
We  are  of  opinion,  with  the  author  of  this  Essay,  that  the 
systems  of  Education  in  use  at  the  North  are  not  suited  to 
our  thinly  settled  Country ;  but  though  these  systems  be 
not  applicable  to  our  situation,  we  have  no  doubt  that  at 
the  proposed  meeting  (which  we  trust  will  be  attended  by 
the  writer  of  this  Essay,  as  well  as  by  all  other  friends  of 
Education)  such  a  Plan  may  be  devised  as  will  be  calcu- 
lated to  suit  the  circumstances  of  our  State,  and  be  the 
means  of  carrying;  into  full  effect  the  views  of  the  Legis- 
lature, who  passed  an  act  so  truly  wise,  patriotic  and  be- 
nevolent. 

— Raleigh  Register,  Thursday,  May  12th,  1831. 


A  CONVENTION 

Of  Teachers  and  Friends  of  General  Education. 
It  is  proposed,  by  a  number  of  persons  who  feel  inter-     u  for  the  con 
ested  in  the  subject,  to  hold  a  Convention  of  Teachers  and  vent-.on  at  chapel 
Friends  of  General  Education,  in  this  State,  at  Chapel 
Hill,  on  the  day  before  the  ensuing  Commencement  of  our 
University,  for  the  purpose  of  mutual  consultation,   and 


512 


First  Teachers'  Association. 


the  discussion  of  subjects  connected  with  Education  and 
the  advancement  of  knowledge. 

It  is  hoped  that  the  Teachers  throughout  the  State,  and 
others  friendly  to  Learning,  will  attend  this  meeting  for 
the  purposes  above  stated,  and  for  taking  into  consideration 
the  expediency  of  organizing  a  permanent  Council,  or  Sen- 
atus  Academicus,  who  shall  meet  periodically  for  the  afore- 
mentioned objects. 

Ealeigh,  May  19,  1831. 

— In  Raleigh  Register,  May  19,  1831. 


Examination. 


Literary  oration. 


UNIVERSITY  OF  NORTH  CAROLINA.— It  af- 
fords us  much  gratification  to  state  that  the  Commence- 
ment of  this  Institution  was  numerously  attended,  and 
that  the  Exercises  were  sustained  to  the  satisfaction  of 
the  Trustees  and  other  Visitors. 

The  Examination  of  the  younger  classes  was  commenced 
on  the  15th  inst.  and  continued  until  the  2 2d.  The  Senior 
Class,  had,  by  the  particular  direction  of  the  Board  of 
Trustees,  been  examined  by  the  Faculty  three  weeks  be- 
fore. On  the  evenings  of  Monday,  Tuesday  and  Wednes- 
day, there  was  speaking,  as  is  usual,  by  the  members  of  the 
Freshman,  Sophomore  and  Junior  classes. 

On  Wednesday,  the  Literary  Oration,  of  which  public 
notice  has  been  given  through  this  paper,  was  delivered  by 
the  Rev.  William  M.  Green,  of  Hillsboro.  Those  who  are 
acquainted  with  this  gentleman,  and  who  know  how  much 
his  mind  and  heart  are  occupied  by  one  engrossing  subject, 
would  have  conjectured  beforehand,  that  an  Oration  from 
him  would  have  some  connexion  with  Religion. — We  learn 
that  the  subject  matter  of  it,  was,  the  influence  of  Chris- 
tianity upon  the  happiness  of  Nations.  We  think  the  se- 
lection of  the  topic  a  judicious  one ;  we  cannot  see  why  a 
Clergyman  addressing  a  Christian  audience,  should  be  ex- 
pected to  forget  altogether,  the  sacred  character  he  sus- 
tains.    The  Orator  was  listened  to  with  great  interest,  but 


First  Teachers'  Association.  513 

as  we  shall  take  an  early  opportunity  of  presenting  it  to 
our  readers,  a  particular  analysis  here  of  the  sentiments 
advanced,  if  we  were  competent  to  the  task,  is  rendered 
unnecessary. 

On  Wednesday  afternoon,  a  Convention  of  Teachers  and  Teachers'  conven- 

<•  ;  tion 

other  Literary  gentlemen  interested  in  the  subject  of  Edu- 
cation, was  held,  for  the  purpose  of  devising  means  for 
giving  perfection  and  efficiency  to  the  instruction  commu- 
nicated in  our  jmblic  Schools  of  whatever  rank.  We  in- 
dulge the  expectation,  that  we  shall  have  it  in  our  power, 
hereafter,  to  give  to  the  public,  a  particular  account  of  this 
meeting,  which  we  deem  of  great  importance,  tending,  as 
it  must  do  to  enlighten  and  regulate  public  sentiment  in 
regard  to  the  important  subject  of  Popular  Education. 

The  following  was  the  order  of  Exercises  on  Thursday, 
the  day  of  Commencement : — 

FORENOON, 

1.  Prayer  by  the  President. 

2.  Latin   Salutory   Oration,   DeBerniere   Hooper,   Wil-  ^°^m 
mington. 

3.  Literature  of  Modern  Italy,  Jacob  Thompson.  Leas- 
burg. 

4.  National  Pride,  Lemuel  B.  Powell,  Warren. 

5.  Forensic  Dispute — Ought  the  Southern  States  to  es- 
tablish Manufactures  ?  Henry  J.  Cannon,  Raleigh,  James 
M.  Williamson,  Person. 

6.  Means  of  promoting  national  wealth,  Giles  Mebane, 
Orange. 

7.  National  History,  Thomas  J.  Pitchford,  Warren. 

AFTERNOON. 

8.  Inducements  to  men  of  talents  for  the  due  improve- 
ment of  their  powers.     William  W.  Spear.  Hillsborough. 

9.  Forensic  Dispute — Ought  the  Colonization  Society  to 
33 


Commencement 


514 


First  Teachers'  Association. 


be  encouraged  ?     Jesse  A.  Waugh,  Waughton,  Thomas  K. 
Owen,  Bladen. 

10.  Forensic  Dispute — Ought  measures  to  be  adopted 
for  the  prevention  of  war  ?  Archibald  A.  T.  Smith,  Fay- 
etteville,  Allen  Jones,  Hillsborough. 

11.  Valedictory  Oration,  Calvin  Jones,  Pulaski,  Tenn. 

12.  Degrees  conferred. 

13.  Report  of  Examinations. 

14.  Prayer. 

The  Degree  of  Batchelor  of  Arts,  was  conferred  upon 
the  young  gentleman  named  in  the  foregoing  scheme,  and 
upon  James  Grant,  Jun.  of  Raleigh,  and  Alexander  Meb- 
ane,  of  Orange. 

The  Degree  of  Master  of  Arts  was  conferred  upon  the 
Hon.  Abraham  Rencher,  Benjamin  B.  Blume,  Albert  V. 
King,  Silas  M.  Andrews,  Thompson  Byrd  and  Erasmus 
D.  North,  Alumni  of  the  Institution,  and  upon  James  B. 
Tate,  instructor  in  Bertie  county. 

— Raleigh  Register,  Thursday,  June  30,  1831. 


NORTH  CAROLINA  INSTITUTE  OF  EDUCATION 

The  object.  It  will  be  remembered  that  an  advertisement  appeared 

in  several  of  the  newspapers  of  this  State,  requesting  the 
attention  of  teachers  and  the  friends  of  education  at  Chapel 
Hill  on  the  22nd  inst.  the  day  preceding  the  commence- 
ment, with  a  view  to  organize  a  Society  having  for  its  ob- 
ject the  diffusion  of  knowledge  on  the  subject  of  education, 
and  the  improvement  of  common  schools  and  other  literary 
institutions  in  our  State. 

First  officers.  At  the  time  and  place  appointed,  there  was  a  numerous 

and  highly  respectable  meeting.  Dr.  Simmons  J.  Baker 
was  called  to  the  chair.  The  objects  of  the  meeting  were 
explained  by  Mr.  Benjamin  M.  Smith,  of  Milton,  in  an 
appropriate  and  highly  interesting  address.  On  motion, 
the  following  persons  were  appointed  a  committee  to  draft 


First  Teachers'  Association.  515 

a  constitution,  to  wit,  Professors  Mitchell  and  Hooper  of 
the  University,  Eev.  William  M.  Green,  Benj.  M.  Smith 
and  W.  J.  Bingham.  The  meeting  then  adjourned  to 
Thursday  morning  at  6  o'clock. 

Thursday  morning — Met  according  to  adjournment. 
The  committee  appointed  for  that  purpose  submitted  the 
following  constitution  which  was  adopted. 

CONSTITUTION. 

Preamble.  We,  whose  names  are  subjoined,  pledging 
our  zealous  efforts  to  promote  the  cause  of  popular  educa- 
tion, agree  to  adopt  the  following  constitution,  and  to  obey 
the  by-laws  made  in  conformity  with  it. 

Article  1.  This  society  shall  be  called  the  North  Caro-  improvement  of 
Una  Institute  of  Education.     Its  object  shall  be,  to  diffuse 
knowledge  on  the  subject  of  education,  and  by  every  proper 
means  to  improve  the  condition  of  common  schools  and 
other  literary  institutions  in  our  State. 

Art.    2.     Members. — Anv  person  of  good  moral  char-  conditions  of 

membership. 

acter,  interested  in  the  subject  of  education,  may  become  a 
member  of  this  institution,  by  signing  the  constitution  and 
making  an  annual  contribution  of  one  dollar ;  or  by  paying 
the  sum  of  ten  dollars  may  become  a  member  for  life,  and 
be  exempt  from  the  annual  contribution. 

Art.  3.   Meetings. — The  annual  meetings  of  this  institu-  Meetings. 
tion  shall  be  held  at  Chapel  Hill,  on  the  afternoon  preced- 
ing Commencement,   at  such  hour  as  the   directors  shall 
appoint.      Special  meetings  may  be  called  by  the  directors, 
of  which  due  notice  shall  be  given  in  the  public  Journals. 

Art.  4.   Officers.      The  officers  of  this  institution  shall  be  ~~ 

Omcers. 

a  President,  three  Vice-Presidents,  a  corresponding  and 
recording  Secretary,  (the  last  of  whom  shall  act  as  Treas- 
urer,) and  an  executive  committee  of  three,  who  shall  con- 
stitute a  board  of  directors. 

A  majority  of  the  board  shall  constitute  a  quorum  to 
transact  business. 


51 6  First  Teachers'  Association. 

The  officers  shall  be  elected  by  ballot,  at  the  annual 
meeting  of  the  Institute. 

Duties  of  officers.  Art.  5.  Duties  of  Officers.  The  recording  secretary 
shall  give  notice  of  each  meeting  of  the  Institute,  and  of 
the  board  of  directors,  and  shall  also  keep  a  record  of  their 
transactions.  He  shall  receive  all  the  moneys,  and  dis- 
burse the  same  by  order  of  the  board  of  directors. 

The  corresponding  Secretary  shall  be  the  organ  of  com- 
munication with  other  societies  and  individuals. 

Board  of  directors.  To  the  board  of  directors  shall  be  intrusted  the  general 
interests  of  the  Institute,  with  authority  to  devise  and  exe- 
cute such  measures  as  may  promote  its  objects.  It  shall  be 
their  duty  to  point  out  some  suitable  person  to  deliver  an 
address  before  the  society,  at  each  annual  meeting;  to  se- 
lect competent  persons  to  deliver  lectures  on  such  subjects 
connected  with  education,  as  they  may  deem  expedient  and 
■useful ;  to  collect  such  facts  as  may  promote  the  general 
objects  of  the  Institute,  and  to  provide  suitable  accommo- 
dations for  the  meeting.  They  shall  report  annually  to 
the  Institute,  and  shall  have  power  to  fill  all  vacancies  in 
their  own  body  from  among  the  members,  and  make  by- 
laws for  their  own  government. 

Executive  com-  The  executive  committee  of  three,  shall  take  charge  of 

whatever  books,  pamphlets,  or  other  property,  may  belong 
to  the  Institute.  They  shall  examine  the  annual  address, 
reports  and  all  other,  communications  made  to  the  Insti- 
tute, and  publish  such  as,  in  their  estimation,  will  tend  to 
throw  light  on  the  subject  of  education,  and  aid  the  faith- 
ful instructor  in  the  discharge  of  his  duty. 

The  board  of  directors,  as  soon  as  convenient  after  each 
annual  meeting,  shall  select  subjects  for  lectures  at  the  next 
annual  meeting,  and  assign  them  to  proper  persons. 

Art.  6.  The  meetings  of  this  institution  shall  be  opened 
with  prayer. 

By-laws.  Art.    7.     By-laws,  not  repugnant  to  this   constitution, 

may  be  adopted  at  any  regular  meeting. 


First  Teachers'  Association.  517 

Art.  S.  This  constitution  may  be  altered  or  amended 
by  a  vote  of  two-thirds  of  the  members  present  at  the  an- 
nual meeting,  provided  such  proposed  amendment  or  alter- 
ation be  made  known  to  the  board  of  directors  at  their 
stated  meeting,  next  preceding  the  annual  meeting  of  the 
Institute,  and  receive  their  concurrence. 

The  following  gentlemen  were  elected  officers,  and  con-  officers  for  next 

c    °        _  year. 

stitute  the  board  of  directors : 

Simmons  J.  Baker,  President. 


u 


Wm.  M'Pheeters,  D.D., 

Rev.  Wm.  M.  Green,  >  Vice-Presidents. 

Hon.   Frederick   Nash,      ) 

Dr.  Walter  A.  Norwood,  Recording  Secretary. 

W.  J.  Bingham,  Corresponding  Secretary. 

Professor  Mitchell,    j 

Professor  Hooper,         >  Executive  Committee. 

Professor  Phillips,      I 

The  board  of  Directors  met  in  the  afternoon,  and  made 
the  following  appointments. 

To  deliver  an  address  before  the  annual  meeting,  on  the  Next  program 
day   preceding  the   next   commencement — Alfred    Moore, 
Esq.,  of  Orange. 

Lecture  on  the  imperfections  in  the  present  mode  of 
teaching  in  our  primary  schools,  and  the  best  method  of 
correcting  them,  assigned  to  the  Rev.  William  Hooper,  of 
the  University. 

Lecture  on  elocution,  with  a  particular  reference  to  the 
teaching  of  reading,  assigned  to  H.  S.  Ellenwood  Esq.  of 
Hillsborough. 

On  Lyceums  and  Societies  for  the  diffusion  of  useful 
knowledge — James  D.  Johnson,  Esq.  of  Oxford. 

Subject  for  discussion — the  period  of  time  necessary  for 
due  preparation  for  College. 


518  First  Teachers'  Association. 

The  corresponding  Secretary  was  directed  to  procure 
for  the  use  of  the  Institute,  the  "Annals  of  Education," 
and  five  copies  of  the  ''Education  Reporter." 

Resolved,  That  the  Secretary  prepare  an  account  of  the 

proceedings  of  the  meeting,  and  of  the  Board  of  Directors 

for  publication  in  the  Hillsborough  Recorder,  and  that  all 

the  newspapers  in  the  State  be  requested  to  publish  them. 

By  order  of  the  Board 

W.  J.  Bingham,  Secretary. 

— Raleigh  Register,  Thursday,  July  7 ',  1831. 

Literary  Convention. — We  mentioned  in  our  last,  that 
a  number  of  gentlemen  friendly  to  the  cause  of  Education, 
and  many  of  them  Teachers,  assembled  at  Chapel  Hill, 
During  Commencement  week,  for  the  purpose  of  mutual 
consultation  and  improvement.  We  are  today,  enabled,  to 
Much  good  to  come  p-ive  the  proceedings  of  that  Convention  and  are  gratified 

of  the  organization.  °  r  o  o 

in  so  doing,  from  a  belief  that  such  associations  will  prove 
in  i^orth-Carolina,  as  they  have  done  elsewhere,  eminently 
useful  in  awakening  an  interest  in  behalf  of  Common 
schools- — in  leading  Teachers  to  investigate  more  atten- 
tively the  theory  of  Education,  and  in  enlightening  and 
regulating  public  sentiment  on  this  important  subject.  It 
may  seem  a  small  matter  to  many,  that  a  few  individuals 
from  different  parts  of  the  State,  should  have  met  and  con- 
sulted together  for  the  public  good,  and  should  have  or- 
ganized a  regular  society  to  hold  hereafter  periodical  meet- 
ings. But  if  we  mistake  not,  we  discover  in  this  disin- 
terested attempt  to  promote  the  cause  of  Literature  and 
Education,  the  germ  of  great  future  usefulness,  and  trust 
most  sincerely,  that  the  maturity  of  the  fruit  may  corres- 
pond with  the  promise  of  the  blossom.1 

—Raleigh  Register,  Thursday,  July  7,  1831. 


JThe  proceedings  of  1832  have  not  been  found.     The  Raleigh  Reg- 
ister for  a  part  of  1832  is  not  in  the  State  Library. 


First  Teachers'  Association.  519 

NORTH  CAROLINA  INSTITUTE  OF  EDUCATION 

The  annual  meeting  of  the  North  Carolina  Institute  of 
Education  will  take  place  on  Tuesday  the  25th  of  June, 
two  days  previous  to  the  Commencement  of  the  Univer- 
sity. After  which  time,  will  be  delivered  the  Annual  Ad- 
dress and  Lectures  on  the  subjects  appointed  at  the  last 
meeting,  viz: 

Annual  Address,  by  Joseph  A.  Hill,  Esq.  of  Winning-  pro  amm  h 
ton.  First  Lecture,  on  Lyceums  and  Societies  for  the  dif-  meetms  m  183S- 
fusion  of  useful  knowledge,  by  James  D.  Johnson,  Esq. 
of  Oxford.  Second  Lecture,  on  a  System  of  Elementary 
Schools  for  North  Carolina,  by  the  Hon.  Frederick  Nash, 
of  Hillsborough.  Third  Lecture,  on  the  Custom  of  excit- 
ing emulation  in  Literary  Institutions  by  reward  or  pun- 
ishment, by  Walker  Anderson,  Esq.  of  Hillsborough. 

It  is  hoped  and  presumed,  that  the  friends  of  Education 
generally,  will  attend  and  unite  in  supporting  a  cause  of 
such  vital  importance  to  the  State. 

By  order  of  the  Executive  Committee, 

Walter  A.  Norwood, 

May  22.  Recording  Secretary. 

— In  Raleigh  Register,  May  28,  1833. 


Our  University. — Another  overflowing  Commencement 
furnishes  evidence  both  that  a  new  spirit  is  awakening  in 
favor  of  the  University,  and  that  the  Addresses  annually 
delivered,  by  the  distinguished  gentlemen  who  accept  the 
appointments  and  invitations  of  the  Literary  Societies  and 
of  the  Institute  of  Education,  have  an  attraction  which  it 
was  not  foreseen  would  attach  to  them.  The  houses  of 
the  village  were  thronged  and  crowded  until  they  would 
hold  no  more.  *  *  Among  the  visitors,  were  Gov. 
Swain,  and  Ex-Governors,  Owen,  Iredell  and  Branch. 

We  learn,  through  the  kindness  of  a  friend  that  on 
Wednesday,  George  E.  Badger,  Esq.  led  the  way  in  the  ex- 


520  Fiest  Teachers'  Association. 

ercises  of  the  occasion,  in  an  address  before  the  two  Liter- 
ary Societies.     *     * 

The  annual  address        Joseph  A.  Hill,  Esq.  of  Wilmington,  followed  in  the  ail- 
before  the  Institute  r  l  . 

of  education.  nnal  Address  to  the  Institute,  pervaded  in  every  part  by 
good  sense,  rendered  more  acceptable  by  the  wit,  fancy, 
and  facility  and  elegance  of  language  which  accompanied 
and  embellished  it.  He  described  with  much  effect  his 
own  sufferings,  when  an  unlucky  boy,  he  was  some  years 
ago  a  member  of  the  Preparatory  School  at  Chapel  Hill, 
and  whilst  he  pleaded  for  a  more  sparing  use  of  the  rod 
on  the  part  of  the  pedagogue,  refuted  his  doctrines  by  his 
own  example — proving  by  the  copiousness  of  his  classical 
allusions  and  the  number  and  the  appropriateness  of  his 
quotations,  that  no  one  of  the  scourgings  to  which  he  al- 
luded had  been  bestowed  in  vain. 

other  addresses.  A  Lecture  on  Lyceums,  by  -Tames  D.  Johnson,  Esq.  gave 

evidence  of  extensive  reading  and  research  in  relation  to 
this  subject,  and  presented  an  ample  array  of  well  selected 
facts,  to  which  the  inhabitants  of  many  small  villages  that 
are  scattered  over  the  surface  of  Xorth  Carolina  would  do 
well  to  give  especial  heed. 

The  exercises  of  the  day  were  closed  by  Walker  Ander- 
son, Esq.  who  stated  the  results  of  his  own  experience  in 
the  education  of  Females,  and  laid  down  certain  just  prin- 
ciples respecting  the  difference  that  obtains  between  the 
two  sexes,  in  regard  to  the  propriety  of  applying  to  them 
the  stimulus  of  emulation  as  an  incentive  to  exertion.   *  * 

— In  Raleigh  Register,  July  2,  1833. 

To  the  Members  and  Friends  of  the  Xorth  Carolina  In- 
stitute of  Education. 
Members  of  the  The  Funds  of  the  Institute  having  been  exhausted  by 

institution  of  Edu-      ,         -,-,    ,  , .  ,         ,  .       .  ,      , 

cation  asked  to       the   Publications   of   the   last  year,   it   is  particularly   re- 
pay their  dues.  _  ...-.-. 
epiested,  that  those  indebted  for  a  year  s  Subscription  will 

forward  the  amount  as  soon  as  possible,  postpaid,  to  the 

Subscriber  at  Chapel  Hill.     The  number  of  members  not 


Fikst  Teachers'  Association.  521 

being  sufficient  to  defray  the  expenses  of  the  publication-- 
of  the  present  year,  any  persons  friendly  to  the  objects 
of  the  Institute,  would  aid  those  objects  by  becoming  mem- 
bers, which  they  can  do  by  forwarding  to  the  Treasurer 
an  annual  contribution  of  One  Dollar. 

By  order  of  the  Executive  Committee. 

Walteb  A.  Xokwood,  Treas. 

August  18,  1833. 

— In  Raleigh  Register,  Aug.  20,  1833. 

We  are  indebted  to  the  publisher,  Mr.  Patridge,  for  a  Mr  Hni's  address 
copy  of  the  Address  of  Joseph  A.  Hill,  Esq.  delivered,  v" 
at  Chapel  Hill,  before  the  Xorth  Carolina  Institute  of 
Education,  in  June  last.  This  able  address  comes  to  us 
in  quite  an  acceptable  form,  making  a  pamphlet  of  16 
pages  octavo,  very  neatly  printed.  The  publisher  will 
please  accept  our  thanks  for  the  present.  We  should  gladly 
present  it  to  our  readers  forthwith,  were  it  not  for  the 
press  of  important  public  documents,  which  have  para- 
mount claims  upon  our  columns.1 

—In  Raleigh  Star,  Feb.  20.  183  J^. 


1  With  this  reference  to  the  affairs  of  the  Institute  of  Education,  it 
disappears  from  the  newspapers. 


9.  PLAN  OF  SCHOOLS  BY  "  PEOPLE'S  FRIEND." 

Messrs.  Editors; 

yetSpro^x!sl^Ssuned      There  are  certain  subjects  which  many  readers  pass  ovei 
to  this  state.  without  even  a  hasty  perusal,  because  they  feel  no  interest 

in  them  or  suppose,  that  under  existing  circumstances, 
they  are  wholly  impracticable,  or  believe  they  already  un- 
derstand them  sufficiently  well.  I  have  some  apprehen- 
sions, that  the  subject  of  the  following  Communication  is 
one  of  this  character.  Its  originality,  in  connexion  with 
its  great  and  acknowledged  importance,  will,  I  hope  attract 
the  attention  of  intelligent  and  reflecting  men,  and  secure 
for  it  a  careful  examination.  My  object  is  the  establish- 
ment of  Schools  throughout  North  Carolina.  Several  of 
our  Late  Governors  have  in  their  Annual  Messages  to  our 
Legislature,  expatiated  at  considerable  length,  on  this 
fruitful  and  popular  topic.  Nor  has  it  escaped  the  vigi- 
lance of  several  of  our  eminent  private  citizens.  But  so 
far  as  I  now  recollect,  all  the  Communications  which  I 
have  seen  in  our  papers  on  the  subject,  though  the  pro- 
ductions of  enlightened  and  zealous  friends,  have  been 
deficient  in  one  important  particular — they  have  not  been 
fully  adapted  to  the  peculiarity  of  our  circumstances, 
we  must  organize        The  system  of  Education  which  has  been  for  some  time 

a  plan  of  our  own.    _  ^ 

in  so  successful  operation  in  New  York,  Massachusetts, 
and  some  other  States,  is  not  I  apprehend,  suited  to  North 
Carolina.  It  is,  therefore,  the  part  of  sound  wisdom,  and 
of  enlightened  policy,  not  to  follow  in  the  steps  of  our 
neighbors,  however  we  may  admire  their  example ;  but 
make  for  ourselves  a  new  road,  in  other  words,  originate 
a  plan  of  Education  adapted  to  our  peculiar  circumstances. 
And  if  our  system  should  not  be  as  imposing  and  as  splen- 
did as  that  of  our  neighbors,  but  should  in  the  end  lead 
to  the  same  desirable  result,  the  general  diffusion  of  learn- 
ing among  the  people,  we  ought  to  possess  sufficient  inde- 
pendence and  magnanimity  to  carry  our  own  views  into 

522 


Pjlast  of  Schools.  523 

full  effect.  In  the  sincerity  of  my  heart,  I  believe  the  ^^Xtant. 
time  is  far  distant,  when  good  schools  on  the  common  plan 
and  in  sutocient  numbers  will  be  supported  througnout 
our  whole  btate,  either  by  the  public  revenues  or  by  pri- 
vare  patronage,  or  by  both  these  united.  Still  I  do  not 
consider  our  case  as  hopeless.  Very  far  from  it.  I  re- 
gard the  present  time  as  decidedly  more  propitious  to  a 
general  and  successful  movement  in  favor  of  education, 
than  any  which  has  occurred  since  the  adoption  of  our 
Constitution,  if  not  since  the  earliest  settlement  of  this 
State.  1  may  be  singular  in  nay  opinion,  but  permit  me 
to  offer  some  reasons  for  it. 

In  the  first  place,  a  great  variety  of  causes  which  I  need  ^aTcometoadopT 
not  specify,  have  for  a  long  time,  been  operating  to  make  some  sys  e 
a  deep  impression  on  reflecting  men,  who  cherish  a  warm 
attachment  to  their  native  State,  and  who  feel  much  solici- 
tude for  its  prosperity  and  future  welfare ;  that  there  is 
urgent  necessity  for  the  adoption  of  some  general  and 
efficient  system  of  education.  A  great  many  persons  of 
this  description,  in  different  sections  of  our  State,  are, 
I  believe,  ready  to  co-operate  cordially  in  the  general  es- 
tablishment of  schools  on  a  plan,  practicable,  thorough, 
and  attended  with  moderate  expense. — Show  them  a  plan, 
which  unites  all  these  desirable  qualities;  and  you  will 
secure  at  once  their  cheerful  and  liberal  assistance. 

In  the  second  place,  the  uneducated  &  poorer  class  of  Distribution  of 
our  people,  have  recently  had  their  attention,  incidentally  Fneuedthem to°r 
indeed  yet  impressively  and  powerfully,   directed  to  the  read. 
subject  of  education.     An  impression  very  general  if  not 
co-extensive  with  our  boundaries,  has  been  made  on  a  large 
proportion  of  our  community,  in  favor  of  the  subject  un- 
der consideration.     To  "the  Bible  effort"  which  has  been 
in  progress  nearly   two  years,  we   are   indebted   for   this 
propitious   circumstance.      The    distribution   of   thirty   or 
forty  thousand  copies  of  the  Holy  Scriptures  among  our 
destitute  families,   and  often  where  not   even  a   Spelling 
book,  or  an  Almanac  was  ever  seen,  has,  I  believe,  under 


524  Plan  of  Schools. 

these  disadvantages,  excited  in  a  great  many  instances, 
an  earnest  desire  to  become  acquainted  with  their  contents. 
And  this  desire  will  cause  many  of  them  to  hail  with  lively 
joy  the  establishment  of  Schools  for  their  children;  that 
their  offspring  may  obtain  ready  access  to  that  volume, 
which  though  it  contains  intelligence  more  valuable  than 
a  globe  of  gold,  is  nevertheless  at  present  to  them  "A 
sealed  Book."  I  readily  admit,  that  this  is  not  the  great 
object  for  which  the  friends  of  the  Bible  have  been  put- 
ting forth  their  vigorous  and  persevering  exertions ;  but 
it  has,  I  believe,  been  the  necessary  consequence  of  their 
successful  efforts  to  spread  the  word  of  life  over  our  land 
in  all  its  length  and  breadth,  and  whilst  every  benevolent 
mind  and  every  friend  of  learning  and  of  Christianity 
must  be  much  gratified  with  this  happy  result,  it  is  highly 
important  that  we  should  avail  ourselves  of  our  present 
advantages  to  urge  forward  with  increasing  confidence  and 
zeal,  the  cause  of  moral  and  intellectual  improvement, 
pian-to  have  a  J  nQW  proceed  to  state,  in  few  words,  the  outlines  of  a 

teacher  take  charge  L 

aswHTifupporthim;  PiarL>  which  appears  to  me,  to  be  better  adapted  to  our 
open  on  certain  e  circumstances  than  any  which  has  come  to  my  knowledge. 
Its  peculiarity  is  the  division  of  a  Teacher's  labors  among 
two  or  more  Schools,  according  to  the  ability  of  his  em- 
ployers. I  would  engage  none  but  well  qualified  Teachers, 
of  good  character  and  of  experience,  and  provide  a  satis- 
factory remuneration  for  their  services.  Then  if  one 
neighborhood  could  sustain  such  a  Teacher,  let  him  take 
charge  of  only  one  School.  If  it  would  require  two  neigh- 
borhoods to  support  him,  let  him  have  the  care  of  two 
Schools ;  and  devote  three  days  in  a  week  to  each  of  them. 
If  it  would  require  three  neighborhoods  to  support  him, 
let  him  have  the  charge  of  three  Schools,  and  spend  two 
days  in  a  week  in  each  of  them,  and  if  in  some  thinly 
settled  and  mountainous  sections  of  the  State,  a  still  great- 
er number  of  Schools  would  be  necessary  to  sustain  a  good 
teacher,  let  him  have  the  charge  of  five  or  six  Schools, 
and  devote  onlv  one  day  in  a  week  to  each  of  them. 


Plan  op  Schools.  525 

I  infer  with  certainty,  that  all  the  children  in  Xorth-  Sunday  schools 

.  ■  have  taught  many 

Carolina,  could  m  this  way  obtain  a  knowledge  of  the  fun- t0  read- 
damental  branches  of  Education ;  for  in  Sabbath  Schools, 
a  great  number  of  children,  and  youth,  and  adults,  have 
been  educated,  who  never  enjoyed  any  other  literary  ad- 
vantages. This  fact  is  itself  a  practical  demonstration, 
that  the  plan  which  I  have  proposed,  if  generally  adopted 
would  be  of  incalculable  advantage,  to  the  interests  of 
learning  in  our  State.  This  plan  would  be  economical 
In  the  schools  taught  only  one  day  in  the  week,  the  price  schools  mighttbe 
of  instruction  would  probably  not  exceed  50  cents  per  the  week;  tuition 
scholar  per  quarter,  and  in  the  other  Schools,  in  the  same 
proportion;  it  would  moreover,  be  very  convenient  for 
those  parents,  who  often,  and  especially  during  the  busy 
seasons  of  the  year,  need  the  services  of  their  children. 
Besides,  Parents,  it  is  believed,  would  make  greater  exer- 
tions to  send  their  children  the  distance  of  two  or  three 
miles  to  school,  a  part  of  the  time,  than  they  would  to 
send  them  daily. 

In  conclusion,  I  inquire  is  not  my  theory  apparently  so  pian  could  be 
well  adapted  to  our  peculiar  circumstances,  and  of  so 
much  promise,  as  to  be  worthy  of  being  fairly  tested  ? 
This  could  easily  be  done,  if  some  person  of  public  spirit, 
of  influence  and  wealth,  would  embark  in  this  enterprise, 
and  establish  a  few  schools  in  his  neighborhood.  In  this 
case  he  should  spare  no  pains  to  procure  competent  teach- 
ers, to  prepare  convenient  School-houses,  to  provide  all 
necessary  books,  and  make  a  thorough  experiment.  The 
result  might  justly  enrol  his  name  amons:  the  most  dis- 
tinguished benefactors  of  his  country. 

— The  People's  Feiexd. 

P.  S.      Since  the  above  article  was  written,  I  have  been  ^n3xample  of  tne 
informed  that  a  respectable  Teacher,  in  an  adjacent  coun- 
ty,  has  commenced  the  instruction   of  two   schools.      He 
spends  three  days  a  week,  in  each  school. 

— Raleigh  Register,  Thursday,  May  12,  1831. 


Recalls  society- 
organized  in  1827. 


Congress  did  not 
give  aid  asked. 


10.    DEAF  AND  DUMB  ASYLUM. 

Deaf  and  Dumb  Asylum. — We  could  not  withhold  last 
week,  the  expression  of  our  astonishment,  in  announcing 
the  fact,  that  there  are  in  this  State,  fourteen  hundred 
and  fifty  six  persons  bereaved  of  those  prime  blessings  of 
nature,  hearing  and  speaking,  and  the  more  we  reflect  on 
it,  the  greater  is  our  surprise.  It  will  be  borne  in  mind, 
that  during  the  Legislature  of  1827,  a  Society  was  organ- 
ized for  the  purpose  of  establishing  in  North  Carolina, 
an  institution  for  the  instruction  of  Deaf  and  Dumb  per- 
sons. A  constitution  was  adopted  and  signed  and  several 
pertinent  and  feeling  addresses  were  made  on  the  occa- 
sion— one,  we  particularly  recollect,  delivered  by  Dr.  Cald- 
well, elicited  great  approbation.  An  Act  also  passed  the 
Legislature,  the  same  session,  incorporating  the  said  So- 
ciety, and  a  respectful  Memorial  was  addressed  to  Con- 
gress, praying  for  a  like  donation  of  land  as  has  been 
granted  to  similar  Institutions  in  other  States.  This 
Memorial  was  acted  upon  by  Congress,  and  a  bill  subse- 
quently passed  one  branch  of  that  body,  for  carrying  into 
effect  the  wishes  of  the  Society,  but  owing  to  the  want 
of  time,  the  House  of  Representatives  did  not  act  upon 
it.  If  it  be  still  amongst  the  unfinished  business  we  hope 
our  Representatives  will  ferret  it  out  and  use  their  exer- 
tions to  have  it  passed,  for  the  late  examination  shows, 
that  we  have  need  of  such  an  Institution,  in  an  eminent 
degree1. 

— Raleigh  Register,  Thursday/  Feb.  3,  1831. 


1  The  editor  corrects  his  statement  as  to  the  number  of  deaf  and 
dumb  children  in  the  next  issue  of  his  paper. 


526 


Deaf  axd  Dumb  Asylum.  52* 

Statistics  Deaf  and  Dumb. — The  following  statistics  are 
from  the  Census  of  1830 : — ■ 

White.    Negroes.    Totai. 

Deaf  and  Dumb — Under  14  years.  .  .  69  25  94 
Of  14  and  under  25  65  27  92 
Of  25  and  upwards     60       27        87 

194       79     273' 
Blind 215     157     372 

— From  Raleigh  Register,  Feb.  10,  1881. 

[This  is  printed  to  correct  former  statement  which  was  an  error. 
See  editorial,  Register,  February  10,  1831  ] 


11.    NECESSITY  FOE  SCHOOLS. 


People  should  con 
sider  every 
candidate  opposed 
to  schools  an 
enemy  of  the 
people. 


What  other  states 
are  doing. 


Common  Schools. — The  necessity  for  establishing  Com 
mon  Schools  in  every  section  of  our  country  ought 
to  be  sounded  in  the  ears  of  the  rulers  of  the  States, 
and  of  the  Union,  until  this  great  duty  of  providing 
for  the  general  instruction  of  the  people  is  more  faithfully 
regarded. — Let  this  be  the  test  word,  by  which  the  people 
try  every  candidate  for  office :  is  he  friendly  to  free 
schools ;  to  popular  education  ?  If  not,  he  should  be 
marked  as  an  enemy  to  the  people;  to  their  rights  as  free- 
men ;  as  anti-republican  in  his  principles,  and  unworthy 
of  the  confidence  of  those  for  whose  benefit  this  Govern- 
ment was  instituted.  The  example  of  !New-York  merits 
the  applause  of  the  Republic.  Massachusetts  supports  her 
schools  on  a  different  plan:  the  spirit  of  education  in  that 
State  is  unbounded,  &  her  seminaries  of  learning  are  not 
excelled  by  those  of  any  State.  Connecticut  has  distin- 
guished herself  in  the  same  laudable  career.  Other  States 
are  awaking,  to  be  blest  by  the  light,  and  freedom,  and 
general  improvement  of  the  age.  Plutarch  tells  us  that 
"Caesar  could  boast  that  he  had  slain  a  million  of  men, 
given  a  million  their  liberty,  and  made  a  million  prison- 
ers." In  giving  a  million  their  liberty,  there  was  some- 
thing of  true  glory.  But  in  assisting  the  many  millions 
in  this  Republic  to  appreciate,  enjoy  and  perpetuate  their 
liberty,  a  glory  still  more  exalted  may  be  achieved.  This 
is  a  work  of  moral,  as  well  as  political  grandeur,  that  will 
endure  and  be  admired  when  the  monuments  of  conquest 
by  force,  shall  be  swept  from  the  world. 

— Raleigh  Register,  Thursday,  Sept.  22,  1831. 


528 


12.  LOTTERY  FOR  PUBLICATION  OF  A  NORTH  CAROLINA 
HISTORY  REFUSED. 

To  the  Honourable  the  General  Assembly  of  the  State  of 
North  Carolina :  The  Memorial  of  Archibald  J).  Mur- 
phey  of  Orange  County.     Respectfully  sheweth, 

That  he  has  heretofore  represented  to  the  General  As-  Former  lotteries 

1  .  failed. 

sembly  that  he  has  been  for  several  years  engaged  in  col- 
lecting materials  for  a  correct  history  of  North  Carolina 
and  that  he  was  unable  to  complete  the  work,  without  lib 
•eral  pecuniary  aid.  The  General  Assembly  upon  this  rep- 
resentation passed  an  act  authorizing  him  to  raise  by  way 
of  lottery  the  sum  of  fifteen  thousand  dollars,  but  re- 
stricted him  to  three  drawings.  This  restriction  and  the 
smallness  of  the  sum  authorized  to  be  raised  put  it  out  of 
his  power  to  dispose  of  the  Lottery.  A  subsequent  act  was 
passed  authorizing  the  president  and  directors  of  the  Lit- 
erary Fund  to  raise  by  way  of  lottery  the  sum  of  fifty 
thousand  dollars,  and  to  pay  over  to  your  Memorialist  one- 
half  thereof  but  no  steps  have  been  taken  to  carry  this  act  work  on  history 

re  mi        n    i  c  sr  •    t        1  i  interrupted  by 

into  efrect.      Ihe  labours  of  your  Memorialist  have  been  sickness. 
suspended  for  several  years  past,  by  reason  of  severe  rheu- 
matism with  which  he  was  afflicted.     Being  at  length  re- 
lieved in  a  great  degree  from  this  painful  disease,  he  is  once 
more  prosecuting  the  work,  and  he  now  solicits  from  the  undertaking  must 

„  ,     .  ,  ,        ,  .  .' ,       .  ,  ,  .    ,  be  aided  by  the 

General  Assembly  that  pecuniary  aid  without  which  no  man  state  to  succeed, 
of  reasonable  fortune  can  compile  a  History  of  North  Caro- 
lina.    The  materials  for  our  Colonial  history  are  deposited  London  records 

to  be  secured 

in  the  public  offices  in  England,  and  among  the  early 
records  of  the  States  of  Virginia,  South  Carolina  and 
Georgia:  And  your  Memorialist  entertained  a  hope,  after 
the  British  Government,  had  upon  the  application  of  the 
General  Assembly  consented  that  copies  might  be  taken  of 
ill  the  documents  and  papers  relating  to  our  Colonial  his- 
tory to  be  found  in  their  public  offices  and  after  having 
made  out  an  index  of  all  these  documents  and  papers  and 
34  529 


530 


Aid  to  Publish  History  Refused. 


Documents  to  be 
state  property. 


Asks  850.000  by 
lottery. 


delivered  the  same  to  our  Ambassador  in  London  for  the 
information  and  use  of  your  Honourable  body  that  yon 
would  have  obtained  copies  at  the  expense  of  the  State, 
since  the  index  has  been  received  nothing  further  has  been 
done  on  the  subject;  and  your  Memorialist  has  concluded 
that  the  General  Assembly  will  not  procure  such  copies 
If  sufficient  aid  be  given  to  your  Memorialist,  he  himself 
will  proceed  to  London,  or  send  an  agent  of  Intelligence 
to  procure  copies  of  the  papers  and  documents  aforesaid; 
and  after  writing  our  Colonial  history,  he  will  present 
them  to  the  General  Assembly  to  be  deposited  in  the  Public, 
Library.  They  will  fill  up  many  large  volumes  in  manu- 
script. He  will  at  the  same  time  present  to  the  General 
Assembly  several  volumes  in  manuscript  containing  copies 
of  such  documents  and  papers  relating  to  our  history  as  he 
shall  have  been  able  to  collect  in  this  Country.  It  is  be- 
lieved that  the  documents  to  be  obtained  from  England, 
and  those  which  have  been  and  will  be  collected  in  this 
country  will  fill  more  than  twenty  folio  volumes.  Your 
Memorialist  can  not  set  forth  with  any  precision,  what  it 
will  cost  to  make  his  collection ;  but  it  is  certain  that  it 
will  cost  a  large  sum.  He  asks  for  no  appropriation  from 
the  Treasury.  It  will,  he  hopes,  answer  his  purposes,  to 
be  authorized  to  raise  a  sufficient  sum  by  way  of  Lottery. 
And  it  being  a  matter  of  perfect  indifference  with  the 
General  Assembly,  whether  he  be  authorized  to  raise  fifty 
or  twenty  thousand  dollars.  He  prays  that  an  act  might 
be  passed,  authorizing  him  to  raise  the  former  sum.  Such 
an  act  will  probably  enable  him  through  some  of  the  Bro 
kers  in  the  Northern  States  to  raise  fifteen  or  twenty  thou- 
sand dollars.  And  he  prays  that  he  may  not  be  restricted 
in  the  number  of  drawings:  Such  a  restriction  will  under 
the  act,  be  of  no  avail  to  him. 

He  further  prays  that  he  may  "have  access  to  the  papers 
and  documents  in  the  public  offices  in  this  City;  and  that 
he  be  permitted  to  take  copies  of  such  as  he  may  require ; 
and  for  this  purpose  to  withdraw  from  the  public  offices 


Aid  to  Publish  History  Refused.  531 

such  papers  and  documents  upon  his  signing  a  receipt  for, 
and  promising  to  return  the  same. — And  your  Memorialist 
will  ever  pray.  A.  D.  Muephet. 

Nov.  29,  1831. 

A  Bill  to  encourage  the  publication  of  a  History  of 
North  Carolina. 

Whereas  it  is  represented  to  this  General  Assembly  that  Lottery  bin. 
Archibald  D.  Murphey  of  Orange  County  is  engaged  in 
compiling  a  History  of  North  Carolina,  and  that  he  cannot 
complete  the  work  without  liberal  pecuniary  aid:  Be  it 
enacted  by  the  General  Assembly  of  the  State  of  North 
Carolina  and  it  is  hereby  enacted  by  the  authority  of  the 
same,  That  the  said  Archibald  D.  Murphey  be  and  he  is 
hereby  authorized  to  raise  by  way  of  Lottery  a  sum  not 
exceeding  fifty  thousand  dollars  to  enable  him  to  prose- 
cute and  complete  said  work.  And  that  he  shall  have  ac- 
cess to  the  public  documents  of  the  State  with  liberty  to 
take  copies  of  such  of  them  as  he  may  require ;  and  f o1 
this  purpose  to  withdraw  for  a  short  time  from  the  public 
offices  said  documents  upon  his  signing  a  receipt  for  the 
same. 

The  Committee  to  whom  was  referred  the  Memorial  of  unfavorable  report 

.,,,  e        of  the  committee. 

Archibald  1).  Murphey,  praying  for  the  enactment  oi  a 
law,  and  authorizing  him  to  raise  by  way  of  Lottery  the 
sum  of  fifty  thousand  dollars,  have  considered  the  same  and 

REPORT, 

That  however  anxious  they  are  to  see  a  correct  History 
of  North  Carolina,  yet  a  failure  of  a  similar  attempt  made 
by  the  petitioners,  not  many  years  since,  connected  with 
the  system  of  hazard,  contemplated  in  the  Memorial,  upon 
the  morality  of  the  community,  induces  your  Committee 
to  return  the  Bill  and  Memorial  to  the  House  and  recom- 
mend its  rejection. 

Respectfully  submitted,  Thos.  G.  Polk,  dim. 

— Unpublished  Legislative  Documents,  1831. 


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